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This study aims to look at research trends on inquiry and socioscientific in the last 2 decades from 2004 to 2023. The PRISMA method is a reference in determining inclusion and exclusion criteria, as many as 449 articles were synthesized using bibliometric analysis. The result synthesis refers to the distribution of articles per year, research themes, affiliations, countries, authors, and productive journals. The inquiry and socioscientific research trends will peak in 2022, affiliated with the University of Wisconsin-Madison and the University of Southampton. Productive country United states and United Kingdom. Best author Laursen S. and Zeidler D.L. Productive journal CBE Life Science Education from United Kingdom and International Journal of Science Education from United States.

This article focuses on analysing the effect of educational differentiation policies of OECD educational systems on socioeconomically disadvantaged students, based on data from PISA 2009. The analysis is conducted on the basis of a definition of two subgroups of disadvantaged students: those that achieve high scores, and those obtaining scores that are significantly below the average for their country. Educational systems are classified in four models following the classification proposed by N. Mons. Results show that the more integrated the educational system, the greater the number of disadvantaged high achievers, and the lower the number of disadvantaged low achievers.

The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.

When investigating the association between brain tumors and use of mobile telephones, accurate data on tumor position are essential, due to the highly localized absorption of energy in the human brain from the radio-frequency fields emitted. We used a point process model to investigate this association using information that included tumor localization data from the INTERPHONE Study (Australia, Canada, Denmark, Finland, France, Germany, Israel, Italy, Japan, New Zealand, Norway, Sweden, and the United Kingdom). Our main analysis included 792 regular mobile phone users diagnosed with a glioma between 2000 and 2004. Similar to earlier results, we found a statistically significant association between the intracranial distribution of gliomas and the self-reported location of the phone. When we accounted for the preferred side of the head not being exclusively used for all mobile phone calls, the results were similar. The association was independent of the cumulative call time and cumulative number of calls. However, our model used reported side of mobile phone use, which is potentially influenced by recall bias. The point process method provides an alternative to previously used epidemiologic research designs when one is including localization in the investigation of brain tumors and mobile phone use. [ABSTRACT FROM AUTHOR]

Secondary school level quantum physics (QP) courses have recently been implemented in the national curricula of many countries. QP gives opportunities to acquaint students with more recent physics and its applications and to discuss aspects of the nature of science. Research has shown that QP is a challenging area for students. Because the inclusion of QP in national curricula is rather new in most countries, it is interesting to compare QP curricula from these countries to make the choices by curriculum designers visible. In this study, we provide a detailed overview of QP courses from fifteen countries. We collected and analyzed official curriculum documents to identify key items present in most curricula. Our inventory identifies a shared current core curriculum of QP which contains the following seven main categories: discrete atomic energy levels, interactions between light and matter, wave-particle duality, de Broglie wavelength, technical applications, Heisenberg's uncertainty principle, and the probabilistic nature of QP. We also found differences in the focus of the listed topics of certain countries, which indicate different views on teaching QP and might inspire curriculum designers struggling with QP. For instance, challenging items like QP interpretations or epistemological aspects of QP are taught only in a few countries. Although research suggests that epistemological aspects help students to comprehend novel QP concepts, many countries do not explicitly include these in the curriculum. We provide reasons and suggestions for this.

This study uses an education in emergencies (EiE) lens and a scientometric approach to examine the educational research landscape during the COVID-19 pandemic by analyzing 95,628 publications indexed in the Web of Science Core Collection database from 2020 to February 2023. It employed descriptive and network approaches to map growth trajectory, productivity, social structure, conceptual structure, and research methodologies used in the retrieved sources. The findings reveal a steady increase in publications on education and COVID-19 since the onset of the pandemic. However, the majority of productive countries and institutions are in the Global North, with limited representation from the Global South, except for China. English is the dominant language in publications, and funding agencies from English-speaking countries are the most active. The most frequently occurring keywords revolve around performativity, institutions, teaching methodologies, attitudes, and experiences, while keywords related to social justice are a peripheral focus. Publications mainly focus on technical and methodological aspects of education, such as online teaching and learning. Most productive journals represent a mix of foci and are not limited to distance learning. The extracted literature showcases diversity in research methodologies used. Future studies should use systematic reviews on narrow topics to evaluate the effects of the pandemic, inform decision-making, enhance education system resilience, and envision a more equitable education system. The study's contributions are notable for its unique EiE perspective, comprehensive scope, extensive data extraction, and meticulous examination of research design, effectively addressing limitations in bibliometric software.

Background: Educational qualifications and literacy skills are highly related. This is not surprising as it is one aim of educational systems to equip individuals with competencies necessary to take part in society. Because of this relationship educational qualifications are often used as a proxy for "human capital". However, from a theoretical perspective, there are many reasons why this relationship is not perfect, and to some degree this is due to third variables. Thus, we want to explore the net relationship between educational attainment (harmonized according to the International Standard Classification of Education, ISCED) and literacy skills, and how much skills vary within education levels across countries. Methods: We use data from 21 countries from the Programme for the International Assessment of Adult Competencies 2012. This paper compares the literacy skills of adults who achieved different levels of educational attainment across countries. Given the high degree of educational differentiation in most countries, we do this using a more differentiated educational attainment variable than what is commonly used. In our analyses we firstly adjust for factors that are likely to affect access to education and the acquisition of educational qualifications and literacy skills, such as parental education and language and migration background. In a second step, we also take into account factors affecting skill development after initial formal education, such as occupation and skill use at home. Results: We firstly find a high degree of heterogeneity of skills across countries for equivalent education categories. Secondly, we find skill similarities for equivalent education categories classified at different broad education levels, sometimes even breaking the hierarchical order of 'higher education entails higher competencies'. Conclusion: We conclude that ISCED levels cannot be taken as a cross-nationally comparable proxy for human capital in terms of literacy skills, and that education has to be harmonized in a substantively more meaningful way in future adult literacy surveys.

Context: The research field at the boundary between learning and working is multidimensional, fuzzy, dynamic, and characterized by high growth. A study that comprehensively maps and aggregates this research field is missing. Approach: Using tools of bibliometric analysis (bibliographic coupling, co-citation analysis and co-occurrence analysis), we map the research at the boundary between learning and working in a scoping review study. Our study considers peer-reviewed articles published between 2011 and 2020 and recorded in Scopus. In total, 5,474 articles are included in our analysis. Findings: Focusing on the intellectual structure of the research field, we identified the most publishing and most cited countries, journals, and authors, as well as latent collaborative networks among countries, journals, and authors. Furthermore, we used references and keywords to identify the conceptual structure of the research field and distinguished four types of conceptual clusters: motor clusters, highly developed and isolated clusters, emerging or declining clusters, and basic and transversal clusters. Conclusions: Research at the boundary between learning and working is highly parcelled out internationally. This scientific parcelling represents a disadvantage for exchanging ideas and accumulating knowledge. In addition to forming a parcelled field, a dividing line runs between centre, periphery and excluded countries and scientists. Especially scientists from developing countries and nations, economies in transition and those from post-conflict situations are excluded from the international discourse. This situation is more than just a disadvantage for the exchange of ideas and the accumulation of knowledge. Instead, there is a systematic bias in the research landscape here.

Several studies have been published on disengaged test respondents, and others have analyzed disengaged survey respondents separately. For many large-scale assessments, students answer questionnaire and test items in succession. This study examines the percentage of students who continuously engage in disengaged responding behaviors across sections in a low-stakes assessment. The effects on calculated scores of filtering students, based on their responding behaviors, are also analyzed. Data of this study came from the 2015 administration of PISA. For data analysis, frequencies and percentages of engaged students in the sessions were initially calculated using students' response times. To investigate the impact of filtering disengaged respondents on parameter estimation, three groups were created, namely engaged in both measures, engaged only in the test, and engaged only in the questionnaire. Next, several validity checks were performed on each group to verify the accuracy of the classifications and the impact of filtering student groups based on their responding behavior. The results indicate that students who are disengaged in tests tend to continue this behavior when responding to the questionnaire items in PISA. Moreover, the rate of continuity of disengaged responding is non-negligible as can be seen from the effect sizes. On the other hand, removing disengaged students in both measures led to higher or nearly the same performance ratings compared to the other groups. Researchers analyzing the dataset including achievement tests and survey items are recommended to review disengaged responses and filter out students who are continuously showing disengaged responding before performing further statistical analysis.

Globalisation and policy transfer in education make it incumbent upon decision makers to prioritise among competing policy options, select policy initiatives that are appropriate for their national contexts, and understand how system-specific factors moderate the relationship between those policies and student outcomes. This study used qualitative comparative analysis and correlational analyses to explore these relationships with publicly available data on socio-economic, cultural, and education conditions, and their association with PISA 2015 results in 49 countries. Findings show that gender and income equality, human development, and individualism were outcome-enabling conditions for PISA 2015 results, and gender equality was the most consistent of these conditions. These factors significantly moderated the relationships between education policy and PISA results. Implications for the identification of meaningful peer countries for comparative educational research, policy transfer, and the future expansion of PISA are discussed.

The quality of national education depends on many factors, which traditionally include adult literacy, the total share of students receiving general, secondary vocational and higher education, the level of the material and technical base, etc. Based on these factors, a list of leading countries by the level of education is formed. The authors believe that in the short term it practically does not change, the leaders retain their positions, the lagging countries rarely get out on top positions. However, the world changes, new trends and tendencies determine the constant change and improvement of quality criteria. The authors suppose that the process of digitalization of the economy will play a significant role in this process. New technologies and processes will undoubtedly update the picture of the leaders of the modern educational process. Here, the countries occupying second positions can claim the role of leaders. These aspects determine the relevance of this study. In this regard, the purpose of the work is to perform a comparative analysis of the quality of education and the level of competitiveness of the leading countries in the context of the growing digitalization process. The research methodology is based on a systematic and structural-functional approach. The representativeness and reliability of the research results are based on the use of general scientific and special methods, including analysis, synthesis, modeling, extrapolation, content analysis, historical analysis, and others. Based on the world ratings of the quality of education, the authors' own rating of the best national education systems was compiled. Moreover, the authors noted that this rating also differs little from the rating of countries' competitiveness on the world stage. The main reasons for distinguishing the leading countries include the existing stage of development, the standard of living of the population, investments in education and science, and other reasons.

In this study, we investigated factors predictive of disconnection, or not being in education, employment, or training (NEET), among young adults with at least a 2-year college degree. We also explored the extent to which disconnection influences civic participation and well-being among NEETs with and without college degrees. The authors used 2012 and 2015 Organisation for Economic Co-operation and Development (OECD) data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) for 29 countries, including the United States, along with US 2012 data from the Education Longitudinal Study of 2002 (ELS:2002), collected by the National Center for Education Statistics (NCES). Results highlight that college-educated individuals whose parents have low levels of educational attainment actually have a higher likelihood of becoming NEET relative to college-educated individuals whose parents are more highly educated. Study findings also emphasize the influence of economic and geographic differences (country-level for OECD and county-level for United States) on NEET rates, in addition to the extent to which mothers have a higher likelihood and fathers have a lower likelihood of being NEET relative to their childless peers and the influence of country-level family leave policies on the odds of being NEET across the OECD. College field of study also emerges as an important influence on disconnection across the 29 OECD countries in the study, but not in the United States separately. Finally, comparing results for college-educated NEETs and NEETs without degrees, we found that higher education appears to reduce the likelihood of community disengagement and reports of poor health among NEETs across the OECD countries. However, this is not the case within the United States where NEETs are less likely to be engaged in their communities and more likely to describe themselves as in poor health regardless of their educational attainment.

Background: Data from the Programme for the International Assessment of Adult Competencies (PIAAC) revealed that countries systematically differ in their respondents' literacy, numeracy, and problem solving in technology-rich environments skills; skill levels also vary by gender, age, level of education or migration background. Similarly, systematic differences have been documented with respect to adults' participation in education, which can be considered as a means to develop and maintain skills. From a psychological perspective, motivation to learn is considered a key factor associated with both skill development and participation in (further) education. In order to account for motivation when analyzing PIAAC data, four items from the PIAAC background questionnaire were recently compiled into a motivation-to-learn scale. This scale has been found to be invariant (i.e., showing full weak and partial strong measurement invariance) across 21 countries. Methods: This paper presents further analyses using multiple-group graded response models to scrutinize the validity of the motivation-to-learn scale for group comparisons. Results: Results indicate at least partial strong measurement invariance across gender, age groups, level of education, and migration background in most countries under study (all CFI > 0.95, all RMSEA < 0.08). Thus, the scale is suitable for comparing both means and associations across these groups. Conclusions:Results are discussed in light of country characteristics, challenges of measurement invariance testing, and potential future research using PIAAC data.

The old myth about the ability and variability of potential in children is a comforting myth, for those who are uneasy with the degree of inequality they see and would rather seek to justify it than confront it. The myth of inherent potential helps some explain to themselves why they are privileged. Extend the myth to believe in inherited ability and some can come to believe that their children will inherit part of a greater potential. These beliefs create and sustain inequality in society and allow for the creation of levels of ignorance in populations. This article uses insights from social geography and the sociology of education to examine how the myths are sustained past and present. It notes that countries with the highest degree of income inequality and the most unequal education systems have the worst outcomes for young adults, and these are the countries in which eugenic notions of inherited ability are resurfacing.