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Mapping topics and topic bursts in PNAS.

ABSTRACT: Scientific research is highly dynamic. New areas of science continually evolve; others gain or lose importance, merge, or split. Due to the steady increase in the number of scientific publications, it is hard to keep an overview of the structure and dynamic development of one's own field of science, much less all scientific domains. However, knowledge of "hot" topics, emergent research frontiers, or change of focus in certain areas is a critical component of resource allocation decisions in research laboratories, governmental institutions, and corporations. This paper demonstrates the utilization of Kleinberg's burst detection algorithm, co-word occurrence analysis, and graph layout techniques to generate maps that support the identification of major research topics and trends. The approach was applied to analyze and map the complete set of papers published in PNAS in the years 1982-2001. Six domain experts examined and commented on the resulting maps in an attempt to reconstruct the evolution of major research areas covered by PNAS.

SUBMITTER: Mane KK

PROVIDER: S-EPMC387309 | biostudies-other | 2004 Apr

REPOSITORIES: biostudies-other

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Project description:A large variety of misconceptions about learning, teaching, and other educational topics is prevalent in the public but also among educational professionals. Such misconceptions may lead to ill-advised judgments and actions in private life, professional practice, and policymaking. Developing effective correction strategies for these misconceptions hinges on a better understanding of the factors that make individuals susceptible to or resilient against misconceptions. The present study surveyed students from educational and non-educational fields of study to investigate whether the endorsement of four typical educational misconceptions can be predicted by study-related variables (i.e., field of study and study progress) and by students' cognitive ability (i.e., numeracy), epistemic orientations, general world views (i.e., conservative orientation), and education-related values (i.e., educational goals). A sample of N = 315 undergraduates in teacher education and education- and non-education-related fields of study completed an online survey. Results from structural equation models showed that the pattern of effects strongly varied across the specific misconceptions. The two misconceptions related to teaching factors (i.e., class size and effectiveness of direct instruction as a teaching method) were the most strongly affected by the field of study and had an association with conservative orientation. In contrast, the misconception about the effectiveness of grade retention as an educational intervention was more prevalent among the students emphasizing conventional educational goals, such as discipline. None of the investigated explanatory variables proved predictive of the misconception about the "feminization" of education as an educational-equity topic. Moreover, neither numeracy nor epistemic orientation was found to have any effect on the endorsement of educational misconceptions. These findings emphasize the topic dependency of the factors that make individuals susceptible to misconceptions. Future research and intervention approaches need to consider the topic specificity of educational misconceptions.

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Mapping topics and topic bursts in PNAS.

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