Cultural Studies of Science Education

Top Research Topics at Cultural Studies of Science Education?

The topics of Science education, Sociology of Education, Pedagogy, Epistemology and Mathematics education are the focal point of discussions in Cultural Studies of Science Education. Cultural Studies of Science Education is focused mainly on Science education, particularly Science, technology, society and environment education. The in-depth study on Science, technology, society and environment education also explores topics in the intersecting field of Social science education.

More specifically, the research on Social science education in the journal is related to Outline of social science. It explores issues in Sociology of Education which can be linked to other research areas like Scientific literacy, Educational research, Narrative and Media studies. The studies on Pedagogy discussed can also contribute to research in the domains of Conversation and Agency (sociology).

The journal facilitates discussions on Epistemology that incorporate concepts from other fields like Sociocultural evolution, Philosophy of education and Discourse analysis.

• Science education (94.22%)
• Sociology of Education (76.23%)
• Pedagogy (47.16%)

What are the most cited papers published in the journal?

• Indigenous knowledge and science revisited (297 citations)
• Conceptual change: a discussion of theoretical, methodological and practical challenges for science education (210 citations)
• From relational ontology to transformative activist stance on development and learning: expanding Vygotsky’s (CHAT) project (201 citations)

Research areas of the most cited articles at Cultural Studies of Science Education:

The journal publications focus on Science education, Sociology of Education, Pedagogy, Mathematics education and Epistemology. The studies on Science education discussed at the journal articles can also contribute to research in the domains of Identity (social science), Context (language use) and Teaching method. While the published papers focused on Sociology of Education, they were also able to explore topics like Higher education, Sociocultural evolution and Indigenous, Traditional knowledge.

What topics the last edition of the journal is best known for?

• Law
• Epistemology
• Social science

The previous edition focused in particular on these issues:

Cultural Studies of Science Education mainly tackles studies in Science education, Sociology of Education, Pedagogy, Epistemology and Environmental ethics. The main emphasis of it is the research on Science education, emphasizing the topic of Scientific literacy. It investigates Sociology of Education in the context of the closely related subject of areas like

• Curriculum which connect with Focus group and Mathematics education,
• Context (language use) together with Professional learning community..

The journal holds forums on Pedagogy that merges themes from other disciplines such as Diversity (politics), Early childhood and Agency (sociology). The concepts on Epistemology presented in the journal can also apply to other research fields, including Qualitative research, Ideology and Set (psychology). It focuses on Environmental ethics but sometimes tackles the closely related topic of Sustainability which is concerned with Literacy, Anthropocene, Anthropocentrism and Transformative learning.

The most cited articles from the last journal are:

• Gardener-becoming-tree, tree-becoming-gardener: growing-together as a metaphor for thinking about learning and development (4 citations)
• The Anthropocene as we know it: posthumanism, science education and scientific literacy as a path to sustainability (4 citations)
• Re/turning to soil: becoming one-bodied with the Earth. (3 citations)

Papers citation over time

A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.

The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.

Top authors and change over time

The top authors publishing in Cultural Studies of Science Education (based on the number of publications) are:

• Wolff-Michael Roth (37 papers) published 2 papers at the last edition the same number as at the previous edition,
• Kenneth Tobin (27 papers) published 1 paper at the last edition,
• Stephen M. Ritchie (15 papers) absent at the last edition,
• Christina Siry (13 papers) published 1 paper at the last edition, 1 less than at the previous edition,
• Catherine Milne (13 papers) absent at the last edition.

The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing in Cultural Studies of Science Education (based on the number of publications) are:

• City University of New York (52 papers) published 2 papers at the last edition the same number as at the previous edition,
• University of Victoria (43 papers) published 2 papers at the last edition the same number as at the previous edition,
• University of Georgia (31 papers) published 8 papers at the last edition, 7 more than at the previous edition,
• New York University (28 papers) absent at the last edition,
• Columbia University (19 papers) published 1 paper at the last edition.

The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.

Publication chance based on affiliation

The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.

The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.

During the most recent 2021 edition, 7.89% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 20.00% were posted by at least one author from the top 10 institutions publishing in the journal. Another 10.00% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 24.29% of all publications and 45.71% were from other institutions.

Returning Authors Index

A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.

The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.

Returning Institution Index

The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.

The experience to innovation index

Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).

The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

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