A bibliometric and descriptive analysis of inclusive education in science education

ABSTRACT

This article aims to map the scientific production concerning the inclusion of people with disabilities in Science Education to promote a reflection on the production of this area. Bibliometric analysis is used to help understand what stage of research a particular subject is at. Publications on the topic indexed at the Web of Science Core Collection (WoS) were evaluated. A total of 119 articles published between 2009 and July 2019 were selected as dealing specifically with the subject. An increase in the number of articles associating Science teaching (ST) and Inclusive Education (IE) was noted. The journals that published the most, the most productive authors in the area and their collaboration networks were identified. A content analysis of the research was also carried out and the main investigated topics were pointed out. Educational levels, types of disabilities, central themes and specific science areas prevailing in the mapped research were also indicated. We conclude that, despite the growing number of articles, scientific production associating SE and IE is still small, concentrated, and not shared with the scientific community through scientific education journals, and that most research is focused on the use of methodologies and resources, and not on their development.

KEYWORDS:

• Science education
• inclusive education
• students with disabilities
• nature sciences
• bibliometrics
• network analysis

Acknowledgments

This work was supported by the INOVA-Fiocruz and Coordination for the Improvement of Higher Education Personnel (CAPES).

The authors dedicate this paper to Prof. Dr Sidnei Quezada Meireles Leite recently died for his enormous contribution to the field of science education in Brazil and worldwide.

Disclosure statement

The Author(s) declare(s) that there is no conflict of interest.

Additional information

Funding

This work was supported by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior; Inova-Fiocruz.

Notes on contributors

Michele Waltz Comarú

Michele Waltz Comarú is a professor at the Federal Institute of Rio de Janeiro, a pharmacist and licentiate of biology, MSc in Biochemistry and a PhD in Teaching of Biosciences and Health from the Oswaldo Cruz Institute (RJ-Brazil). Dedicates most of her research to the area of teaching sciences in an inclusive context. She is also chief editor of the scientific journal “Educação Profissional e Tecnológica em revista“ (ISSN: 2594-4827)

Renato Matos Lopes

Renato Matos Lopes is a professor and researcher at the Oswaldo Cruz Foundation, with experience in vocational education and sciences and health education.He is licentiate in biology from the State University of Rio de Janeiro,received his MSc in biochemistry from the Federal University of Viçosa and PhD in biochemistry from the State University of Rio de Janeiro. He has published several articles and books on topics related to problem-based learning.

Luiza Amara Maciel Braga

Luiza Amara Maciel Braga is currently a PhD student at Fluminense Federal University and a researcher at the Center for Strategic Studies of the Oswaldo Cruz Foundation. She received her BSc in economics from the Federal University of Rio de Janeiro and her MSc in economics from Federal University of Viçosa. She has authored papers using technology foresight, scientometrics, and network analysis.

Fabio Batista Mota

Fabio Batista Mota is an analyst at the Center for Strategic Studies of Oswaldo Cruz Foundation, where he leads a research group of foresight, scientometrics, and network analysis studies. He received his BSc and MSc in economics from Federal University of Bahia and his DSc in economics of innovation from the Federal University of Rio de Janeiro. He has published several articles and book chapters on topics related to science, technology and innovation in health.

Cecília Galvão

Cecília Galvão currently works at the Institute of Education, University of Lisbon. Cecília does research in Curriculum Theory, Didactics and Science Education. Their most recent publication is 'Avaliação do Currículo das Ciências Físicas e Naturais: percursos e interpretações'.