Studying relationships of technology in curriculum research

a network approach to connections and collaborations

Authors

DOI:

https://doi.org/10.23925/1809-3876.2024v22e61618

Keywords:

social network analysis, information and communication technologies, scientific collaboration, curriculum, knowledge building

Abstract

This study aimed to characterize relationships in publications about Information and Communication Technologies (ICT) in the e-Curriculum Journal using Social Network Analysis (SNA) as a theoretical and methodological framework. From the SNA, three networks were constructed: (i) keyword co-occurrence, (ii) Higher Education institutions’ collaborations, and (iii) coauthorship. The analytical results indicated an articulation between keywords, showing that ICT is in a central position with many connections without being isolated in specific niches. In addition, there was a predominance of work from public and private universities in the Brazilian Southeast region and collaboration with institutions geographically nearby. Alternatively, a highly fragmented coauthorship network shows the predominance of authors with doctoral degrees. Lastly, the networks formed are similar to those in other social research areas.

Author Biographies

Daniel Trugillo Martins Fontes, Universidade de São Paulo (USP)

Ph.D. Candidate in Science Education at the Inter-unities Graduate Program in Science Teaching, University of São Paulo (USP). My research interests are STEM education, educational data analysis, and cultural-historical psychology. Collaborates in Research Group on Science Education and Complexity (ECCo).

Esdras Viggiano, Universidade Federal do Triângulo Mineiro (UFTM)

Ph.D. Science Education from the University of São Paulo (USP/2018); Adjunct Professor at the Institute of Natural and Exact Sciences and Education of the Federal University of Triângulo Mineiro (UFTM); works in the Preservice Physics Teacher course; professor in Science and Mathematics Education Graduate Program at UFTM and coordinator of the Research Group on Science Education and Educational Police (Pecpe), collaborates in Research Group on Science Education and Complexity (ECCo).

André Machado Rodrigues, Universidade de São Paulo (USP)

Ph.D. Science Education from the University of São Paulo (USP). Assistant professor at the Institute of Physics, University of São Paulo. My research interests are concept formation, STEM education, educational data analysis and cultural-historical psychology. Collaborates in Research Group on Science Education and Complexity (ECCo).

Cristiano Mattos, Universidade de São Paulo (USP)

Ph.D. in Physics from the University of São Paulo (USP/1997); Associate Professor at the Institute of Physics of the University of São Paulo; works in the Physics Teacher Education Degree course; is a member of the Interunit Program in Science Teaching at USP and coordinator of the Research Group on Science Education and Complexity (ECCo).

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2024-08-01

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