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Bibliometric Analysis of Studies on Philosophy for Children In the Field of Education

Yıl 2024, , 409 - 438, 30.12.2024

Sultan Akdemir , Mehmet Aşıkcan

https://doi.org/10.54535/rep.1572363

Öz

The purpose of this study was to present a bibliometric analysis of scientific articles published in internationally indexed Web of Science (WoS) journals on the topic of philosophy for children in the field of education. This study of articles in the field of education focused on several key fields, including the number of studies, the journals in which they were published, an analysis of authors, the distribution of institutions and countries, the use of keywords, and the identification of general trends. The Bibliometrix program in the R library was employed for the analysis of the research. As a consequence of this analysis, 1120 articles published between 1977 and 2024 were identified as meeting the requisite criteria. In the field of education, the journal in which articles on “philosophy for children” were published most frequently was “Childhood and Philosophy”. The author with the highest number of studies, citations, and index value in this field was K. Murris. The country in which the most studies were conducted was the United States of America, and the institution where the most studies were conducted was Montclair State University. The most significant keyword in this field was “philosophy for children”. It is hypothesized that this comprehensive presentation of research findings will serve as a valuable reference point for future research endeavors and inform the direction of future research.

Anahtar Kelimeler

Bibliometric Analysis Educational Research Philosophy for Children

Kaynakça

  • Akkocaoğlu Çayır, N., & Akkoyunlu, B. (2016). Çocuklar için felsefe eğitimi üzerine nitel bir araştırma [Qualitative study on education of philosophy for children]. Turkish Online Journal of Qualitative Inquiry, 7(2), 97-133.
  • Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959-975.
  • Basourakos, J. (2000). Friendship and Moral Education: Twin pillars of philosophy for children. Journal of Moral Education, 29(1), 115-117.
  • Bennett-Hunter, G. (2015). Philosophy for everyday life: Why critical thinking matters in the real world. Oxford University Press.
  • Biesta, G. (2011). Philosophy, exposure, and children: How to resist the instrumentalisation of philosophy in education. Journal of Philosophy of Education, 45(2), 305-319.
  • Birkle, C., Pendlebury, D. A., Schnell, J., & Adams, J. (2020). Web of Science as a data source for research on scientific and scholarly activity. Quantitative Science Studies, 1(1), 363-376.
  • Bornmann, L. & Daniel, H. D. (2007). What do we know about the h index?. Journal of the American Society for Information Science and Technology, 58(9), 1381-1385.
  • Broadus, R. N. (1987). Toward a definition of “bibliometrics”. Scientometrics, 12(5-6), 373-379. https://doi.org/10.1007/BF02016680
  • Burgh, G. & Thornton, S. (2016). Philosophy goes to school in Australia: A history 1982–2016. Journal of Philosophy in Schools, 3(1), 59–83.
  • Burgh, G., & Yorshansky, M. (2011). Communities of inquiry: Politics, power and group dynamics. Educational Philosophy and Theory, 43(5), 436-452.
  • Cam, P. (2017). Philosophy for children, values education and the inquiring society. In Felicity Haynes (Ed.), Philosophy in Schools (pp. 7-15). Routledge.
  • Cassidy, C., & Christie, D. (2013). Philosophy with children: talking, thinking and learning together. Early Child Development and Care, 183(8), 1072-1083.
  • Chetty, D. (2017). The elephant in the room: Picturebooks, philosophy for children and racism. In Inclusion, Diversity, and Intercultural Dialogue in Young People’s Philosophical Inquiry (pp. 37-54). Brill.
  • Chetty, D. (2020). Racism as ‘reasonableness’: Philosophy for children and the gated community of inquiry. In Critical Philosophy of Race and Education (pp. 39-54). Routledge.
  • Chinchilla-Rodríguez, Z., Sugimoto, C. R., & Larivière, V. (2019). Follow the leader: On the relationship between leadership and scholarly impact in international collaborations. PloS One, 14(6), e0218309.
  • Cobo, M. J., López-Herrera, A. G., Herrera-Viedma, E., & Herrera, F. (2011). Science mapping software tools: Review, analysis, and cooperative study among tools. Journal of the American Society for Information Science and Technology, 62(7), 1382-1402. https://doi.org/10.1002/asi.21525
  • Daniel, M. F., & Auriac, E. (2011). Philosophy, critical thinking and philosophy for children. Educational Philosophy and Theory, 43(5), 415-435.
  • Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Free Press.
  • Dirican, R. (2024). Çocuklar için felsefenin bibliyometrik analizi [Bibliometric analysis of philosophy for children]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 44(1), 771-800.
  • Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296. https://doi.org/10.1016/J.JBUSRES.2021.04.070
  • Durmuş, F. B., & Çalışkan, M. (2022). Çocuklarla felsefe konusunda Türkiye’de yapılmış akademik çalışmaların içerik analizi [A content analysis of academic studies on philosophy with children in Turkey]. Felsefe Dünyası, 2(76), 105-134.
  • Ellegaard, O., & Wallin, J. A. (2015). The bibliometric analysis of scholarly production: How great is the impact? Scientometrics, 105(3), 1809-1831.
  • Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 4-10.
  • Fisher, R. (2001). Philosophy in primary schools: Fostering thinking skills and literacy. Reading, 35(2), 67-73.
  • Fisher, R. (2007). Dialogic teaching: Developing thinking and metacognition through philosophical discussion. Early Child Development and Care, 177(6-7), 615-631.
  • Garfield, E. (2009). From the science of science to Scientometrics: Visualizing the history of science with HistCite software. Journal of Informetrics, 3(3), 173-179. https://doi.org/10.1016/j.joi.2009.03.009
  • Gregory, M. (2011). Philosophy for children and its critics: A Mendham dialogue. Journal of Philosophy of Education, 45(2), 199-219.
  • Gusenbauer, M., & Haddaway, N. R. (2020). Which academic search systems are suitable for systematic reviews or meta‐analyses? Evaluating retrieval qualities of Google Scholar, PubMed, and 26 other resources. Research synthesis methods, 11(2), 181-217.
  • Güneş, F. (2012). Öğrencilerin düşünme becerilerini geliştirme [Improving the thinking skills of students]. Türklük Bilimi Araştırmaları, (32), 127-146.
  • Haynes, J. (2021). Book review: Maughn Rollins Gregory and Megan Jane Laverty (eds), Community of ınquiry with ann margaret sharp: Childhood, philosophy and education. Theory and Research in Education, 19(1), 100-103. https://doi.org/10.1177/14778785211003770
  • Hodge, D., & Lacasse, J. (2011). Evaluating journal quality: Is the h-index a better measure than impact factors?. Research on Social Work Practice, 21, 222- 230. https://doi.org/10.1177/1049731510369141.
  • Karadağ, F., & Demirtaş, V. Y. (2018). Çocuklarla Felsefe Öğretim Programı’nın okul öncesi dönemdeki çocukların eleştirel düşünme becerileri üzerindeki etkililiği [The effectiveness of the philosophy with children curriculum on critical thinking skills of pre-school children]. Eğitim ve Bilim, 43(195).
  • Karadağ, F., Demirtaş, V. Y., & Yıldız, T. (2017). Development of critical thinking scale through philosophical inquiry for children 5-6 years old. International Online Journal of Educational Sciences, 9(4), 1025-1037.
  • Katz, R., & Hadani, H. S. (2023). Duygusal zekâlı çocuk: Ebeveynler için etkili stratejiler & öz bilinci olan, iş birliği yapan, dengeli çocuklar [The emotinally intelligent child], (Çeviren: Damla Atamer). Olimpos Yayınları.
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  • Khan, N., Thompson, C., Taylor, D., Gabrick, K., Choudhri, A., Boop, F., & Klimo, P. (2013). Part II: Should the h-index be modified? An analysis of the m-quotient, contemporary h-index, authorship value, and impact factor. World Neurosurgery, 80(6), 766-74. https://doi.org/10.1016/j.wneu.2013.07.011.
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Yıl 2024, , 409 - 438, 30.12.2024

Sultan Akdemir , Mehmet Aşıkcan

https://doi.org/10.54535/rep.1572363

Öz

Kaynakça

  • Akkocaoğlu Çayır, N., & Akkoyunlu, B. (2016). Çocuklar için felsefe eğitimi üzerine nitel bir araştırma [Qualitative study on education of philosophy for children]. Turkish Online Journal of Qualitative Inquiry, 7(2), 97-133.
  • Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959-975.
  • Basourakos, J. (2000). Friendship and Moral Education: Twin pillars of philosophy for children. Journal of Moral Education, 29(1), 115-117.
  • Bennett-Hunter, G. (2015). Philosophy for everyday life: Why critical thinking matters in the real world. Oxford University Press.
  • Biesta, G. (2011). Philosophy, exposure, and children: How to resist the instrumentalisation of philosophy in education. Journal of Philosophy of Education, 45(2), 305-319.
  • Birkle, C., Pendlebury, D. A., Schnell, J., & Adams, J. (2020). Web of Science as a data source for research on scientific and scholarly activity. Quantitative Science Studies, 1(1), 363-376.
  • Bornmann, L. & Daniel, H. D. (2007). What do we know about the h index?. Journal of the American Society for Information Science and Technology, 58(9), 1381-1385.
  • Broadus, R. N. (1987). Toward a definition of “bibliometrics”. Scientometrics, 12(5-6), 373-379. https://doi.org/10.1007/BF02016680
  • Burgh, G. & Thornton, S. (2016). Philosophy goes to school in Australia: A history 1982–2016. Journal of Philosophy in Schools, 3(1), 59–83.
  • Burgh, G., & Yorshansky, M. (2011). Communities of inquiry: Politics, power and group dynamics. Educational Philosophy and Theory, 43(5), 436-452.
  • Cam, P. (2017). Philosophy for children, values education and the inquiring society. In Felicity Haynes (Ed.), Philosophy in Schools (pp. 7-15). Routledge.
  • Cassidy, C., & Christie, D. (2013). Philosophy with children: talking, thinking and learning together. Early Child Development and Care, 183(8), 1072-1083.
  • Chetty, D. (2017). The elephant in the room: Picturebooks, philosophy for children and racism. In Inclusion, Diversity, and Intercultural Dialogue in Young People’s Philosophical Inquiry (pp. 37-54). Brill.
  • Chetty, D. (2020). Racism as ‘reasonableness’: Philosophy for children and the gated community of inquiry. In Critical Philosophy of Race and Education (pp. 39-54). Routledge.
  • Chinchilla-Rodríguez, Z., Sugimoto, C. R., & Larivière, V. (2019). Follow the leader: On the relationship between leadership and scholarly impact in international collaborations. PloS One, 14(6), e0218309.
  • Cobo, M. J., López-Herrera, A. G., Herrera-Viedma, E., & Herrera, F. (2011). Science mapping software tools: Review, analysis, and cooperative study among tools. Journal of the American Society for Information Science and Technology, 62(7), 1382-1402. https://doi.org/10.1002/asi.21525
  • Daniel, M. F., & Auriac, E. (2011). Philosophy, critical thinking and philosophy for children. Educational Philosophy and Theory, 43(5), 415-435.
  • Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Free Press.
  • Dirican, R. (2024). Çocuklar için felsefenin bibliyometrik analizi [Bibliometric analysis of philosophy for children]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 44(1), 771-800.
  • Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296. https://doi.org/10.1016/J.JBUSRES.2021.04.070
  • Durmuş, F. B., & Çalışkan, M. (2022). Çocuklarla felsefe konusunda Türkiye’de yapılmış akademik çalışmaların içerik analizi [A content analysis of academic studies on philosophy with children in Turkey]. Felsefe Dünyası, 2(76), 105-134.
  • Ellegaard, O., & Wallin, J. A. (2015). The bibliometric analysis of scholarly production: How great is the impact? Scientometrics, 105(3), 1809-1831.
  • Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 4-10.
  • Fisher, R. (2001). Philosophy in primary schools: Fostering thinking skills and literacy. Reading, 35(2), 67-73.
  • Fisher, R. (2007). Dialogic teaching: Developing thinking and metacognition through philosophical discussion. Early Child Development and Care, 177(6-7), 615-631.
  • Garfield, E. (2009). From the science of science to Scientometrics: Visualizing the history of science with HistCite software. Journal of Informetrics, 3(3), 173-179. https://doi.org/10.1016/j.joi.2009.03.009
  • Gregory, M. (2011). Philosophy for children and its critics: A Mendham dialogue. Journal of Philosophy of Education, 45(2), 199-219.
  • Gusenbauer, M., & Haddaway, N. R. (2020). Which academic search systems are suitable for systematic reviews or meta‐analyses? Evaluating retrieval qualities of Google Scholar, PubMed, and 26 other resources. Research synthesis methods, 11(2), 181-217.
  • Güneş, F. (2012). Öğrencilerin düşünme becerilerini geliştirme [Improving the thinking skills of students]. Türklük Bilimi Araştırmaları, (32), 127-146.
  • Haynes, J. (2021). Book review: Maughn Rollins Gregory and Megan Jane Laverty (eds), Community of ınquiry with ann margaret sharp: Childhood, philosophy and education. Theory and Research in Education, 19(1), 100-103. https://doi.org/10.1177/14778785211003770
  • Hodge, D., & Lacasse, J. (2011). Evaluating journal quality: Is the h-index a better measure than impact factors?. Research on Social Work Practice, 21, 222- 230. https://doi.org/10.1177/1049731510369141.
  • Karadağ, F., & Demirtaş, V. Y. (2018). Çocuklarla Felsefe Öğretim Programı’nın okul öncesi dönemdeki çocukların eleştirel düşünme becerileri üzerindeki etkililiği [The effectiveness of the philosophy with children curriculum on critical thinking skills of pre-school children]. Eğitim ve Bilim, 43(195).
  • Karadağ, F., Demirtaş, V. Y., & Yıldız, T. (2017). Development of critical thinking scale through philosophical inquiry for children 5-6 years old. International Online Journal of Educational Sciences, 9(4), 1025-1037.
  • Katz, R., & Hadani, H. S. (2023). Duygusal zekâlı çocuk: Ebeveynler için etkili stratejiler & öz bilinci olan, iş birliği yapan, dengeli çocuklar [The emotinally intelligent child], (Çeviren: Damla Atamer). Olimpos Yayınları.
  • Kennedy, D. (2011). The well-being of children in philosophy. Routledge.
  • Kennedy, N., & Kennedy, D. (2011). Community of philosophical inquiry as a discursive structure, and its role in school curriculum design. Journal of Philosophy of Education, 45(2), 265-283.
  • Khan, N., Thompson, C., Taylor, D., Gabrick, K., Choudhri, A., Boop, F., & Klimo, P. (2013). Part II: Should the h-index be modified? An analysis of the m-quotient, contemporary h-index, authorship value, and impact factor. World Neurosurgery, 80(6), 766-74. https://doi.org/10.1016/j.wneu.2013.07.011.
  • Kohan, W. (2014). Philosophy and childhood: critical perspectives and affirmative practices. Springer.
  • Kökten, H. (2023). Eğitimde felsefi sorgulama ve çocuklar için felsefe (P4C) [Philosophical inquiry in education and philosophy for children (P4C)]. Kaygı. Bursa Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi, 22(3), 1-33.
  • Kurt, T., Okumuşlar, M. & Seki, T. (2023). Öğretmenlerin eleştirel pedagoji yönelimleri ölçeği geçerlik ve güvenirlik çalışması [The validity and reliability study of the teachers’ critical pedagogical orientations scale]. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi (AKEF) Dergisi, 5(3), 665-678.
  • Lafcı-Tor, D. (2023). Türkiye’de Çocuklar için felsefe (P4C) uygulamalarına yönelik araştırmaların incelenmesi: Sistematik derleme [An investigation of research on philosophy for children (P4C) practices in Turkey: A systematic review]. Kaygı. Bursa Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi, 22(3), 703-740.
  • Law, S. (2010). Felsefe (Görsel rehberler) [Philosophy (Visual guides)], (Çeviren: Hülya Yuvalı, E. Özlem Gültekin) İnkılap Yayınevi.
  • Levine-Clark, M., & Gil, E. L. (2021). A new comparative citation analysis: Google Scholar, Microsoft Academic, Scopus, and Web of Science. Journal of Business & Finance Librarianship, 26(1-2), 145-163.
  • Lipman, M. (1976). Philosophy for children. Metaphilosophy, 7(1), 17-39.
  • Lipman, M. (1995). Moral education higher‐order thinking and philosophy for children. Early child Development and care, 107(1), 61-70.
  • Lipman, M. (2003). Thinking in education. Cambridge University Press.
  • Lipman, M., & Sharp, A. M. (1978). Philosophy in the classroom. Temple University Press.
  • Lipman, M., & Sharp, A. M. (1978). Some educational presuppositions of philosophy for children. Oxford Review of Education, 4(1), 85-90.
  • Lipman, M., Sharp, A. M., & Oscanyan, F. S. (1980). Philosophy in the classroom. Temple University Press
  • Lyle, S. (2008). Dialogic teaching: Discussing theoretical contexts and reviewing evidence from classroom practice. Language and Education, 22(3), 222-240.
  • Mongeon, P., & Paul-Hus, A. (2016). The journal coverage of Web of Science and Scopus: A comparative analysis. Scientometrics, 106, 213-228.
  • Murris, K. (2013). The epistemic challenge of hearing child’s voice. Studies in Philosophy and Education, 32, 245-259.
  • Murris, K. (2016). The Philosophy for Children curriculum: Resisting ‘teacher proof’texts and the formation of the ideal philosopher child. Studies in Philosophy and Education, 35, 63-78.
  • Noddings, N. (2017). Eğitim felsefesi [Philosophy of education] (Çev. R. Çelik). Anı Yayıncılık.
  • Oliveira, O., Silva, F., Juliani, F., Barbosa, L., & Nunhes, T. (2019). Bibliometric method for mapping the state-of-the-art and ıdentifying research gaps and trends in literature: An essential ınstrument to support the development of scientific projects. Scientometrics Recent Advances. https://doi.org/10.5772/intechopen.85856
  • Oscanyan, F. S., Lipman, M., & Sharp, A. M. (1980). Philosophy in the classroom. Temple University.
  • Pagel, P. S., & Hudetz, J. A. (2011). Bibliometric analysis of anaesthesia journal editorial board members: correlation between journal impact factor and the median h-index of its board members. British Journal of Anaesthesia, 107(3), 357-361.
  • Pardales, M. J., & Girod, M. (2006). Community of Inquiry: Its past and present future. Educational Philosophy and Theory, 38(3), 299-309.
  • Paul, R., & Elder, L. (2006). Critical thinking: The nature of critical and creative thought. Journal of Developmental Education, 30(2), 34-35.
  • Perianes-Rodriguez, A., Waltman, L., & Van Eck, N. J. (2016). Constructing bibliometric networks: A comparison between full and fractional counting. Journal of Informetrics, 10(4), 1178-1195. https://doi.org/10.1016/j.joi.2016.10.006
  • Pritchard, A. (1969). Statistical bibliography or bibliometrics?. Journal of Documentation, 25(4), 348-349. https://doi.org/10.1108/eb026482
  • Scholl, R., Nichols, K., & Burgh, G. (2015). Connecting learning to the world beyond the classroom through collaborative philosophical inquiry. Asia-Pacific Journal of Teacher Education, 44(5), 436–454. https://doi.org/10.1080/1359866X.2015.1095279
  • Senemoğlu, N. (2009). Gelişim, öğrenme ve öğretim [Development, learning and teaching]. Pegem Akademi Yayıncılık.
  • Shaw, R. (2007). Philosophy in the classroom: Improving your pupils’ thinking skills and motivating them to learn. Routledge.
  • Singh, V. K., Singh, P., Karmakar, M., Leta, J., & Mayr, P. (2021). The journal coverage of Web of Science, Scopus and Dimensions: A comparative analysis. Scientometrics, 126, 5113-5142.
  • Small, H. (1973). Co-citation in the scientific literature: A new measure of the relationship between two documents. Journal of the American Society for Information Science, 24(4), 265-269. https://doi.org/10.1002/asi.4630240406
  • Stahlschmidt, S., & Stephen, D. (2022). From indexation policies through citation networks to normalized citation impacts: Web of Science, Scopus, and Dimensions as varying resonance chambers. Scientometrics, 127(5), 2413-2431.
  • Tekerci, H., & Kılınç, M. (2023). Öğrenmenin bileşenleri: Okul öncesi öğretmen adaylarının zihin alışkanlıklarının incelenmesi [Components of learning: Examination of pre-school teacher candidates’ habits of mind]. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 5(2), 343-358. https://doi.org/10.38151/akef.2023.58
  • Thelwall, M. (2008). Bibliometrics to webometrics. Journal of Information Science, 34(4), 605-621. https://doi.org/10.1177/0165551507087238
  • Trickey, S., & Topping, K. J. (2004). ‘Philosophy for children’: A systematic review. Research Papers in Education, 19(3), 365–380. https://doi.org/10.1080/0267152042000248016
  • Välitalo, R., Juuso, H., & Sutinen, A. (2016). Philosophy for children as an educational practice. Studies in Philosophy and Education, 35, 79-92.
  • Van Eck, N. J., & Waltman, L. (2014). Visualizing bibliometric networks. In Y. Ding, R. Rousseau, & D. Wolfram (Eds.), Measuring scholarly impact: Methods and practice (pp. 285-320). Springer.
  • Van Eck, N., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. scientometrics, 84(2), 523-538.
  • Vansieleghem, N. (2005). Philosophy for Children as the wind of thinking. Journal of Philosophy of Education, 39(1), 19-35.
  • Vansieleghem, N., & Kennedy, D. (2011). What is philosophy for children, what is philosophy with children-after Matthew Lipman?. Journal of Philosophy of Education, 45(2), 171-182.
  • Visser, M., Van Eck, N. J., & Waltman, L. (2021). Large-scale comparison of bibliographic data sources: Scopus, Web of Science, Dimensions, Crossref, and Microsoft Academic. Quantitative science studies, 2(1), 20-41.
  • Waltman, L. (2016). A review of the literature on citation impact indicators. Journal of Informetrics, 10(2), 365-391.
  • Waltman, L., Van Eck, N. J., & Noyons, E. C. (2010). A unified approach to mapping and clustering of bibliometric networks. Journal of informetrics, 4(4), 629-635. https://doi.org/10.1016/j.joi.2010.07.002
  • Wartenberg, T. (2017). Big ideas for little philosophers: Truth with Socrates. Oxford University Press.
  • White, D. A. (2009). Çocuklar için felsefe (Her şey hakkında merak uyandıracak 40 eğlenceli soru), (Çeviren: Umut Uğur). ODTÜ Yayıncılık.
  • Yıldızhan, B. & Atmaca Aksoy, A. C. (2023). A different perspective on scientific publications on teacher education in mathematics and science education: Bibliometric mapping. Journal of Necmettin Erbakan University Ereğli Faculty of Education, 5(Special Issue), 467-496. https://doi.org/10.51119/ereegf.2023.52
  • Yılmaz, E., Yıldırım, R., & Yavuz, Z. (2023). Cumhuriyetimizin 100. yılında velilerin eğitim felsefesi eğiliminin çeşitli değişkenler açısından incelenmesi [Analyzing the parents’ educational philosophy tendencies in terms of various variables ın the 100th anniversary of The Republic Of Türkiye]. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 5(3), 1145-1161. https://doi.org/10.38151/akef.2023.103
  • Zupic, I., & Čater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429-472. https://doi.org/10.1177/1094428114562629
Toplam 83 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sınıf Eğitimi
Bölüm Articles
Yazarlar

Sultan Akdemir 0000-0001-5950-683X

Mehmet Aşıkcan 0000-0002-8347-0811

Erken Görünüm Tarihi 26 Aralık 2024
Yayımlanma Tarihi 30 Aralık 2024
Gönderilme Tarihi 23 Ekim 2024
Kabul Tarihi 24 Aralık 2024
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

APA Akdemir, S., & Aşıkcan, M. (2024). Bibliometric Analysis of Studies on Philosophy for Children In the Field of Education. Research on Education and Psychology, 8(2), 409-438. https://doi.org/10.54535/rep.1572363

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