A bibliometric analysis of TPACK in physics education: Explored the sources in Scopus (2008-2024)
Abstract
Education currently integrated TPACK (Technological Pedagogical Content Knowledge) into the teaching process, resulting in more engaging and innovative learning methods. This study analyzed 489 relevant articles from the Scopus database, published between 2008 to 2024, aiming to explore TPACK research in the context of physics education. The bibliometric analysis focused on three main aspects: the development of TPACK research in physics education, evaluation of prominent authors, relevant affiliations, leading countries, and contributing sources, as well as an analysis of keywords related to TPACK. The methodology combined quantitative and descriptive analyses. For data analysis, two software tools were used: Bibliometrix R-tool and BiblioShiny for data analysis and information mapping, along with Flourish for visualization. The results of the study showed that the annual growth rate of TPACK research reached 19.26%, indicating a significant increase in the number of articles discussing this topic. Additionally, the research identified Chai CS as the most frequently cited author globally, Nanyang Technological University as the institution with the largest contribution, and the USA as the most active country in TPACK research. The Journal of Physics: Conference Series was also identified as the most common source providing information on TPACK in physics education, contributing a total of 93 relevant journals. Through this analysis, the study highlighted technological advancements in education and, through the visualization of publication trends and key author network, provided a comprehensive overview of this field
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References
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