物理教育的趋势、影响与主题演变：基于六十年出版物的文献计量与主题建模分析
Trends, Impact, and Thematic Evolution of Physics Education: A Bibliometric and Topic Modelling Analysis of Six Decades of Publications
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中文总结 AI 辅助
本研究通过文献计量与主题建模分析《物理教育》期刊六十年间6,311篇文献，揭示其出版增长、国家贡献及主题演变，表明期刊已从实验演示转向概念理解与教育技术创新。
中文摘要 AI 辅助
自1966年创刊以来，《物理教育》期刊在推动物理教育研究方面发挥了重要作用。然而，对其六十年间出版趋势、影响及主题演变的全面调查仍然有限。本研究通过对六十年间出版物的文献计量分析，考察了该期刊的发展历程。遵循基于PRISMA的筛选流程，从初始的7,709条记录中保留了6,311篇文献。研究分析了出版趋势、引用影响、主要贡献国家与机构、主题建模及主题演变，以考察期刊的发展与主题结构。结果表明，出版量持续增长，尤其是在数字与信息时代之后显著增加。英国和美国成为产出最多的贡献者，并积累了最高的总被引次数，而德国和挪威在每篇论文的被引次数方面实现了最高的引用影响。来自亚洲和全球南方国家的贡献不断增加，进一步强化了这一格局，反映了期刊日益国际化的趋势。主要研究主题包括力与运动实验、能量与光实验、基于实验室的学习、概念理解以及物理教师教育。主题流行度分析表明，尽管实验和基于实验室的研究一直是《物理教育》的显著特征，但近几十年来，越来越多的关注被投入到概念理解、评估、技术支持的教学以及教学创新上。总体而言，《物理教育》已从一本主要聚焦于实验室演示和教学演示的期刊，演变为一个强调概念理解、教育技术以及物理教学与学习中当代创新的多学科平台。
英文摘要
Physics Education has played a prominent role in advancing physics education research since its establishment in 1966. However, a comprehensive investigation of its publication trends, impact, and thematic evolution over six decades remains limited. This study examines the journal development through a bibliometric analysis of publications over six decades. Following a PRISMA-based screening process, 6,311 documents were retained from an initial dataset of 7,709 records. Publication trends, citation impact, leading countries and institutions, topic modeling, and topic evolution were analyzed to examine the journal's development and thematic structure. The results indicate sustained growth in publication output, significantly after the digital and information era. The UK and the US emerged as the most productive contributors and accumulated the highest total citations, whereas Germany and Norway achieved the highest citation impact in terms of citations per paper. This pattern was further reinforced by increasing contributions from countries in Asia and the Global South, reflecting the growing internationalization of the journal. Major research themes include force and motion experiments, energy and light experiments, laboratory-based learning, conceptual understanding, and physics teacher education. Topic prevalence analysis indicates that, while experimental and laboratory-based studies have remained a defining feature of Physics Education, increasing attention has been devoted to conceptual understanding, assessment, technology-supported instruction, and pedagogical innovation in recent decades. Overall, Physics Education has evolved from a journal primarily centered on laboratory experiments and instructional demonstrations into a multidisciplinary venue emphasizing conceptual understanding, educational technology, and contemporary innovations in physics teaching and learning.
发表机构
- Universitas Sulawesi Barat（西苏拉威西省立大学）
- Universitas Negeri Yogyakarta（日惹国立大学）
机构由 AI 辅助整理，请以论文原文为准。
