Global Trends in Practical Education Research 2019–2020: A Systematic Review

(Amani Khalaf Alghamdi and Asma Abdullah Muhammad Al-Shabnoutia)

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Abstract

Five scientific journals were systematically reviewed to determine the most important study directions in curriculum research and science teaching methods published between 2019–2020. These included the Journal of Research in Science Teaching; School Science and Mathematics; International Journal of Science and Mathematics Education; Eurasia Journal of Mathematics; Science and Technology Education; and Research in Science and Technological Education. An analysis of N=126 papers revealed five trends: (a) teaching and learning concepts, (b) Science Technology, Engineering, and Mathematics (STEM), (c) preparing science teachers, (d) science education technology, and (e) the nature of science (NOS). These five trends were then critically examined to discern respective philosophical and theoretical frameworks. For example, the third trend contained studies related to programs for preparing and qualifying science teachers, science teachers’ professional development, and factors affecting science teachers’ efficiency. The fifth trend contained several points, including both the science teachers and students’ understanding of the NOS, and the development of a science curriculum to improve students' understanding of the nature and structure of science. Further analysis revealed that the 126 papers were conducted using, in descending chronological order, quantitative, qualitative, and mixed method approaches. Recommendations were presented for developing research directions for the curriculum and methodology of teaching the field of science.

KEYWORDS
Global trends, scientific research, the field of practical education, systematic review

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References

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