Bu çalışmanın amacı, eğitim alanındaki sistem düşüncesi araştırmalarının bibliyometrik bir analizini sergilemektir. Analizde 1984-2022 yılları arasında Web of Science (WoS) veri tabanında taranan 459 kaynaktan toplam 1020 makale kullanılmıştır. Analiz, dönemsel süreç, mevcut durum ve gelecekteki yönelimlere ilişkin geniş ve derinlemesine bir bilgi sunarak, araştırmanın dinamiklerini belirleyerek eğitimde sistem düşüncesi araştırmalarına ilişkin bir inceleme sunmayı amaçlamaktadır. Sistem düşüncesi üzerine yapılan araştırmaların son yıllarda önemli bir artış gösterdiği kabul edilmektedir. Bibliyometrik veriler, eğitim çalışmalarıyla ilgili sistem düşüncesi araştırmalarının da paralel bir artış gösterdiğini kanıtlamaktadır. Bunun başlıca nedeni UNESCO'nun 2015 yılında "2030 için Eğitim Eylem Çerçevesi"ni ilan etmesidir. Burada sistem düşüncesi, sürdürülebilir kalkınma için eğitime yönelik sekiz yeterlilik arasında kilit bir yeterlilik olarak tanımlanmıştır. Analiz, eğitimde sistem düşüncesi araştırmalarının ağırlıklı olarak fen eğitimi ve ilgili alanlara yönelik olduğunu göstermektedir. Mevcut araştırma görüntüsü dünya çapındaki araştırmacılar arasında kapsamlı bir işbirliği olduğunu ortaya koymasa da, araştırmacıların birbirlerinin çalışmalarını yeterince göz önünde bulundurdukları söylenebilir.

This study aimed to exhibit a bibliometric analysis of systems thinking (ST) research in the field of science education. A total of 340 articles from 201 sources indexed in the Web of Science database in the years 1991–2022 were used in the analysis. The analysis aimed to provide a review of systems thinking research in science education by identifying the dynamics of research by presenting the periodical process, current situation, and future directions. Research on systems thinking has been acknowledged to demonstrate a significant increase in recent years. Bibliometric data prove that systems thinking research concerning studies in science education exhibits a parallel increase too. This is mainly due to UNESCO’s (2015) declaration of The Education for 2030 Framework for Action. There systems thinking was defined as a key competency among eight competencies for education for sustainable development. Correspondingly, the analysis in this study suggests that systems thinking research in science education is a lively and developing subject in the past decade.

This study aims to exhibit a bibliometric analysis of history education research in Türkiye. A total of 127 documents from 70 sources indexed in the Web of Science and Scopus databases in the years 2000-2023 were used in the analysis. The analysis provides a review of history education research in Türkiye by identifying the dynamics of research by presenting a wide in-depth knowledge concerning the periodical process, current situation, and future directions. Since 2006, history education studies in Türkiye have become more visible in the relevant databases. The annual increase rate of the studies was determined as 8.49 percent. Among the 127 documents accessed, research articles are the most common with a total of 104 articles. From the analysis, it could be said that history education research in Türkiye is mostly conducted in Turkish journals and by Turkish authors. Compared to international literature in history education, studies on ‘historical consciousness’ in Türkiye that were indexed in WOS and Scopus databases were found to be rare in the analysis. Despite this, it is observed that new approaches have started to be studied within the framework of concepts such as 'oral history', 'postmodernism', and 'museum education' in history education studies originating from Türkiye that were indexed in WOS and Scopus databases. In the analysis, it has been observed that although academic studies in qualified databases originating from Türkiye in the field of history education are not sufficient, they have been on an increasing trend in recent years.

Eğitim Yönetimini Dilthey’ın Hermeneutik Yaklaşımı Bağlamında Yorumlamak

This study explores how systems thinking–oriented thinking routines can be integrated into middle school social studies instruction and how such practices are experienced by students and teachers. Framed as an exploratory, classroom-based inquiry, the study examines the implementation of visible thinking routines designed to support students’ engagement with complex and interconnected social phenomena. The study was conducted over an eight-week period with fifth-grade students in a public middle school. Data were collected through a combination of pre- and post-intervention descriptive performance measures, student written reflections, and a semi-structured teacher interview, reflecting an exploratory mixed-methods approach. Quantitative data were analyzed descriptively, while qualitative data were examined using thematic analysis to capture patterns in cognitive engagement, affective responses, and instructional processes. The findings suggest that thinking routines supported students in organizing their ideas, recognizing relationships among system elements, and reflecting on their own reasoning processes. Students also reported positive affective experiences, including increased engagement and enjoyment, particularly as they became more familiar with open-ended and dialogic learning activities. From the teacher’s perspective, the routines facilitated deeper student explanations and supported instructional coherence, while also presenting challenges related to time management and instructional balance. Rather than advancing causal claims, the study offers context-sensitive insights into how systems thinking–oriented pedagogy can be enacted within everyday classroom practice. The findings highlight the pedagogical and leadership relevance of thinking routines as tools that support reflective, relational, and sustainability-oriented ways of thinking. By foregrounding the philosophical and normative dimensions of pedagogical design, the study contributes to ongoing discussions on how education can cultivate forms of thinking necessary for engaging responsibly with complexity in contemporary educational systems.