EXPLORING THE TREND OF EXPERIENTIAL LEARNING IN HIGH SCHOOL: A BIBLIOMETRIC ANALYSIS IN SCOPUS DATABASE
DOI:
https://doi.org/10.18173/2354-1075.2025-0099Keywords:
experiential learning, bibliometrics, Scopus, high schoolAbstract
Experiential learning has become increasingly popular in many countries around the world. This learning method is widely applied across various educational levels and fields. In this study, we evaluate the scientific outcomes of research publications on experiential education in high schools, using scientific data extracted from the Scopus database. A bibliometric analysis was conducted with 231 documents that were filtered according to our research criteria. The results show that the USA has the highest number of publications on this topic. Research trends are quite diverse, with recent studies mainly focusing on experiential learning in STEM education, experiential learning with virtual reality technology, and others. The research collaboration network among countries shows that the USA collaborates with most countries in this field. Growth trends are not yet high and continuous, and other results are detailed in the research findings section.
Downloads
References
[1] Jerald CD, (2009). Defining a 21st century education (Vol. 16). Center for Public Education, p. 1-10.
[2] Rasa T & Laherto A, (2022). Young people’s technological images of the future: implications for science and technology education. European Journal of Futures Research, 10(1). DOI: 10.1186/s40309-022-00190-x.
[3] Kolb DA, Boyatzis RE, Mainemelis C, Sternberg RJ & Zhang LF, (2001). Experiential Learning Theory: Previous Research and New Directions (1st ed.). Routledge, p. 227-247.
[4] Kolb DA, (1984). Experiential learning: Experience as the source of learning and development learning (2nd ed). United States of America.
[5] Miettinen R, (2000). The concept of experiential learning and John Dewey's theory of reflective thought and action. International Journal of Lifelong Education, 19(1), 54-72. DOI: 10.1080/026013700293458.
[6] Long NT, Yen NTH & Hanh NV, (2020). The role of experiential learning and the engineering design process in K-12 STEM education. International Journal of Education and Practice, 8(4), 720-732. DOI: 10.18488/journal.61.2020.84.720.732.
[7] Kolb AY & Kolb DA, (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193-212. DOI: 10.5465/amle.2005.17268566.
[8] Tong DH, Loc NP, Uyen BP & Cuong PH, (2020). Applying experiential learning to teaching the equation of a circle: A case study. European Journal of Educational Research, 9(1), 239-255. DOI: 10.12973/eu-jer.9.1.239.
[9] Rasiah R, Somasundram S, Tee KP, (2019). Entrepreneurship in education: innovations in higher education to promote experiential learning and develop future-ready entrepreneurial graduates. Journal of Engineering Science and Technology, 6(7), 99-110.
[10] Roberts TG, (2006). A Philosophical examination of experiential learning theory for agricultural educators. Journal of Agricultural Education, 47(1), 17-29. DOI: 10.5032/jae.2006.01017.
[11] Healey M & Jenkins A, (2000). Kolb's experiential learning theory and its application in geography in higher education. Journal of Geography, 99(5), 185-195. DOI: 10.1080/00221340008978967.
[12] Allodola VF, (2014). The effects of educational models based on experiential learning in Medical Education: an international literature review. Tutor, 14(1), 23-49. DOI: 10.14601/Tutor-14725.
[13] Merigó JM, Gil Lafuente AM, Yager RR, (2015). An overview of fuzzy research with bibliometric indicators. Applied Soft Computing Journal, 27, 420-433. DOI: 10.1016/j.asoc.2014.10.035.
[14] Duc BP, Chan T, Trinh TTP, Nguyen Tt, Nguyen NT, Le HTTT, (2022). A spike in the scientific output on social sciences in Vietnam for the recent three years: Evidence from bibliometric analysis in Scopus database (2000–2019). Journal of Information Science, 48(5), 623-639. DOI: 10.1177/0165551520977447.
[15] Ridwan IM, Kaniawati I, Suhandi A, Ramalis TR & Novia N, (2023). A decade of climate change education in experiential learning - A bibliometric study and research agenda. Journal of Engineering Science and Technology, 18(3), 81-88.
[16] Mujuru NM, Hyams-Ssekasi D, Mushunje A, (2022). Experiential learning in entrepreneurship education for sustainable agricultural development: A bibliometric analysis. Entrepreneurship and Change. Springer International Publishing, p. 165-188. DOI: 10.1007/978-3-031-07139-3_7.
[17] Moral JA, Viedma EH, Espejo AS, Cobo MJ, (2020). Software tools for conducting bibliometric analysis in science: An up-to-date review. Profesional de la Información, 29(1). DOI: 10.3145/epi.2020.ene.03.
[18] Zupic T & Čater T, (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429-472. DOI: 10.1177/1094428114562629.
[19] Van Eck NJ & Waltman L, (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523-538. DOI: 10.1007/s11192-009-0146-3.
[20] Matczak M, (1982). The Pulaski News: A community newspaper by high school students. Child & Youth Services, 4(3-4), 105-110. DOI: 10.1300/J024v04n03_11.
[21] Ferri JK & White RS, (2014). Culturally relevant STEM (CReST): An integrated support curriculum for high school chemistry and world history. Education Sciences, 4(2). DOI: 10.3390/educsci14020182.
[22] Namukasa M, Chaparro OM, Ficke C, Piasecki I, Oconnor TJ, Carroll M, (2024). Evaluation of an integrated support curriculum for high school chemistry and world history. International Journal of Human Computer Interaction, 41(2), 1364-1380. DOI: 10.1080/10447318.2024.2314349.
[23] Romano M, Frolli A, Aloisio A, Russello C, Rega A, Cerciello F, Bisogni F, (2023). Exploring the potential of immersive virtual reality in Italian schools: A practical workshop with high school teachers. Multimodal Technologies and Interaction, 7(12), 111. DOI: 10.3390/mti7120111.
[24] Liu Q, Ma J, Yu S, Wang Q, Xu S, (2022). Effects of an augmented reality-based chemistry experiential application on student knowledge gains, learning motivation, and technology perception. Journal of Science Education and Technology, 32, 153-167. DOI: 10.1007/s10956-022-10014-z.
[25] Beauchamp AL, Roberts SJ, Aloisio JM, Wasserman D, Heimlich JE, Lewis JD, Munshi J, Clark JA & Tingley K, (2021). Effects of research and mentoring on underrepresented youths’ STEM persistence into college. Journal of Experiential Education, 45(3), 316-336. DOI: 10.1177/10538259211050098.
[26] Eltanahy M & Mansour N, (2022). Promoting UAE entrepreneurs using the E-STEM model. The Journal of Educational Research, 115(5), 273-284. DOI: 10.1080/00220671.2022.2124218.
[27] Lepore TJ, Lundgren L, Lawver D, (2024). The impact of field experiences in paleontology on high school learners. Journal of Geoscience Education, 72(1), 57-72. DOI: 10.1080/10899995.2023.2175525.
[28] Nemec ZC, Cooper KN, Clark JM, (2022). Implementing the FrogWatch USA citizen science program as a versatile ecological educational tool. The American Biology Teacher, 84(8), 503-505. DOI: 10.1525/abt.2022.84.8.503.
[29] Chen C, (2006). CiteSpace II: Detecting and visualizing emerging trends and transient patterns in scientific literature. Journal of the American Society for Information Science and Technology, 57(3), 359-377. DOI: 10.1002/asi.20317.
[30] Cobo MJ, López‐Herrera AG, Herrera‐Viedma E, Herrera F, (2012). SciMAT: A new science mapping analysis software tool. Journal of the American Society for Information Science and Technology, 63(8), 1609-1630. DOI: 10.1002/asi.22688.
