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Learning about learning: patterns of sharing of research knowledge among Education, Border, and Cognitive Science fields

Author

Listed:
  • Alan L. Porter

    (Search Technology, Inc.
    Georgia Tech)

  • David J. Schoeneck

    (Search Technology, Inc.)

  • Jan Youtie

    (Georgia Tech)

  • Gregg E. A. Solomon

    (US National Science Foundation)

  • Seokbeom Kwon

    (Georgia Tech)

  • Stephen F. Carley

    (Search Technology, Inc.)

Abstract

This study explores the patterns of exchange of research knowledge among Education Research, Cognitive Science, and what we call “Border Fields.” We analyze a set of 32,121 articles from 177 selected journals, drawn from five sample years between 1994 and 2014. We profile the references that those articles cite, and the papers that cite them. We characterize connections among the fields in sources indexed by Web of Science (WoS) (e.g., peer-reviewed journal articles and proceedings), and connections in sources that are not (e.g., conference talks, chapters, books, and reports). We note five findings—first, over time the percentage of Education Research papers that extensively cite Cognitive Science has increased, but the reverse is not true. Second, a high percentage of Border Field papers extensively cite and are cited by the other fields. Border Field authors’ most cited papers overlap those most cited by Education Research and Cognitive Science. There are fewer commonalities between Educational research and Cognitive Science most cited papers. This is consistent with Border Fields being a bridge between fields. Third, over time the Border Fields have moved closer to Education Research than to Cognitive Science, and their publications increasingly cite, and are cited by, other Border Field publications. Fourth, Education Research is especially strongly represented in the literature published outside those WoS-indexed publications. Fifth, the rough patterns observed among these three fields when using a more restricted dataset drawn from the WoS are similar to those observed with the dataset lying outside the WoS, but Education Research shows a far heavier influence than would be indicated by looking at WoS records alone.

Suggested Citation

  • Alan L. Porter & David J. Schoeneck & Jan Youtie & Gregg E. A. Solomon & Seokbeom Kwon & Stephen F. Carley, 2019. "Learning about learning: patterns of sharing of research knowledge among Education, Border, and Cognitive Science fields," Scientometrics, Springer;Akadémiai Kiadó, vol. 118(3), pages 1093-1117, March.
    • Handle: RePEc:spr:scient:v:118:y:2019:i:3:d:10.1007_s11192-019-03012-3
    DOI: 10.1007/s11192-019-03012-3
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    References listed on IDEAS

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    1. Jan Youtie & Luciano Kay & Julia Melkers, 2013. "Bibliographic coupling and network analysis to assess knowledge coalescence in a research center environment," Research Evaluation, Oxford University Press, vol. 22(3), pages 145-156, March.
    2. Andy Stirling, 2007. "A General Framework for Analysing Diversity in Science, Technology and Society," SPRU Working Paper Series 156, SPRU - Science Policy Research Unit, University of Sussex Business School.
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    6. Jan Youtie & Gregg E. A. Solomon & Stephen Carley & Seokbeom Kwon & Alan L. Porter, 2017. "Crossing borders: A citation analysis of connections between Cognitive Science and Educational Research … and the fields in between," Research Evaluation, Oxford University Press, vol. 26(3), pages 242-255.
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    1. Solomon, Gregg E.A. & Youtie, Jan & Carley, Stephen & Porter, Alan L., 2019. "What people learn about how people learn: An analysis of citation behavior and the multidisciplinary flow of knowledge," Research Policy, Elsevier, vol. 48(9), pages 1-1.

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