Universitas Muhammadiyah Malang, East Java, Indonesia JPBI (Jurnal Pendidikan Biologi Indonesia) p-ISSN 2442-3750, e-ISSN 2537-6204 // Vol. 7 No. 3 November 2021, pp. 275-287 10.22219/jpbi.v7i3.16540 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 275 Research Article Bibliometric analysis of studies on the Flipped Classroom Model in biology teaching Hüseyin Cihan Bozdağ a,1,*, Suat Türkoğuz a,b,2, İsa Gökler a,3 a Biology Teaching Doctoral Program, Institute of Educational Sciences, Dokuz Eylül University, Alsancak, No: 144 35210, Cumhuriyet Blv, 35220 Konak, İzmir,Turkey b Department of Science Education, Faculty of Education, Dokuz Eylül University, Alsancak, No: 144 35210, Cumhuriyet Blv, 35220 Konak, İzmir,Turkey c Biology Department, Faculty of Science, Dokuz Eylül University, Alsancak, No: 144 35210, Cumhuriyet Blv, 35220 Konak, İzmir,Turkey 1 chnbzd@gmail.com*; 2 suat.turkoguz@gmail.com; 3 isa.gokler@gmail.com * Corresponding author INTRODUCTION The 21st century, which is called the digital age we are in, has brought rapid, continuous, and renewed changes in technology. With each passing day, a new technology comes to the fore. It is rapidly integrated into our lives and the use of technology becomes indispensable for people. As a matter of fact, these rapid developments in technology have been reflected in education systems, as in all fields that are intertwined with technology, and have required a continuous renewal in learning and teaching activities (OECD, 2016). Therefore, the focus of educational process designs is directed to the use of information and communication technologies. This has led to the emergence of learning models that enable the integration of traditional education practices with learning activities supported by digital technologies. Today, it is seen that applications based on the Flipped Classroom Model (FCM), which allows the teaching-learning environments A R T I C L E I N F O A B S T R A C T Article history Received: 12 May 2021 Revised: 14 September 2021 Accepted: 11 November 2021 Published: 30 November2021 The global acceleration of studies on the Flipped Classroom Model (FCM) has revealed the necessity of literature review analyzes that shed light on research activities by examining the research data as a whole. Therefore, in this study, it is aimed to examine academic publications on the FCM studies applied in biology teaching in terms of bibliographic variables. For this aim, the bibliometric analysis method was preferred in the study, which was carried out with a case study approach for an in-depth examination. Within the scope of the study, 53 publications obtained from the Scopus database for the entire time period were examined. In order to analyze these publications as a whole, the Scopus database and the VOSviewer program was used. According to the results, it is determined that the most preferred keywords are flipped classroom, active learning, online learning, flipped learning and biology, the most commonly used terms in the title and abstract section are students, courses, classroom, study and flipped classroom, the most common types of publications are article and papers, the most active country in terms of the number of studies is the USA, and the publication language is generally English. This study will help researchers and educators identify trends and issues that can guide future work involving the FCM. Copyright © 2021, Bozdağ et al This is an open-access article under the CC–BY-SA license Keywords Bibliometric analysis Biology teaching Flipped Classroom Model Online learning How to cite: Bozdağ, H. C., Türkoğuz, S., & Gökler, İ. (2021). Bibliometric analysis of studies on the Flipped Classroom Model in biology teaching. JPBI (Jurnal Pendidikan Biologi Indonesia), 7(3), 275-287. https://doi.org/10.22219/jpbi.v7i3.16540 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v7i3.16540 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id https://doi.org/10.22219/jpbi.v7i3.16540 JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7, No. 3, November 2021, pp. 275-287 276 Bozdağ et al (Bibliometric analysis of studies …) to be enriched with digital educational materials and redesigned in accordance with the conditions of the age, are frequently preferred. The FCM is a very popular model included in the Blended Learning approach where online education materials and face-to-face instruction are combined. In its simplest form, the FCM, which is defined as “lesson at home, homework at school”, is the reversal of the lessons in the classroom with the learning activities outside the classroom (Awidi & Paynter, 2019; Flipped Learning Network [FLN], 2014). In the FCM, the teaching component of traditional face-to-face Education has been moved from the classroom learning area to the individual learning area outside the classroom (Abeysekera & Dawson, 2015). During the learning phase, the educational course materials are provided for students online before the lesson time. This enables more effective use of classroom time. Therefore, the classroom group learning space turns into a dynamic and interactive learning environment for both teacher and student (Abeysekera & Dawson, 2015; Awidi & Paynter, 2019; Bergmann & Sams, 2012; FLN, 2014). In this way, classroom session becomes a process that includes group-based problem-solving activities based on peer instruction and active learning as well as develops high- level thinking skills (Abeysekera & Dawson, 2015; Bates, Almekdash, & Gilchrest-Dunnam, 2017; Swearingen, 2016). Moreover, online learning material offered outside of classroom time also offers learners the chance to choose when and where to learn, and to progress at their own pace (Hayırsever & Orhan, 2018; FLN, 2014). The FCM has attracted great attention in the literature due to its contribution to the provision of permanent learning by considering the needs and abilities of the learners (Akçayır & Akçayır, 2018). In the studies in the literature, it is observed that the FCM’s effects on student participation (Clark, 2015; Stone, 2012; Subramaniam & Muniandy, 2019), motivation (Abeysekera & Dawson, 2015; Awidi & Paynter, 2019; Glynn, 2013; Schmidt, 2014), attitude towards learning (Bell, 2015; Glynn, 2013; Malto, Dalida & Lagunzad, 2018), critical thinking (DeRuisseau, 2016; Kong, 2015; Saunders, 2014), problem-solving skills (Chiang, 2017; Hwang & Chen, 2019), self-regulated learning skills (El-Senousy & Alquda, 2017) and, learning outcomes (Ibrahim & Callaway, 2014; Jdaitawi, 2019). On the other hand, the speedup of the studies for the FCM in recent years has accelerated the studies. This occurred based on literature review which shed light on research activities in the field by examining global research data as a whole. As a matter of fact, periodic examination of scientific studies in any field of science is important to determine the development level of science as considerable as the subjects which are mainly emphasized. In this context, the bibliometric analysis method has become quite popular in recent years. Bibliometric analysis is known as a numerical analysis of the publications produced by people or institutions in a certain period in specific region and the relations between these publications (Ulakbim, 2021). In this way, bibliometric analyzes present a visual map of studies in a particular field in the literature as well as a projection among complex information to the readers. Research findings contained in certain studies can be found using bibliometric analysis in term of FCM (Al- Shabibi & Al-Ayasra, 2019; Bhagat & Spector, 2018; Çakir, Sayin & Bektas, 2021; Demirer & Aydın, 2017; Julia et al., 2020; Kushairi & Ahmi, 2021; Tsai & Wu, 2020; Yang, Sun & Liu, 2017; Zainuddin et al., 2019). This enables the global scientific outputs of the FCM to be evaluated and followed (Bhagat & Spector, 2018; Kushairi & Ahmi, 2021). Moreover, it is also important to share specific data as the FCM studies are carried out in different subjects. Thus, the data obtained will be clear in relevant field. The FCM outputs allow active learning in accordance with learners’ abilities and needs, particularly in biology course which is intertwined with life. General perspective on flipped classroom research is needed by researchers to catch up the trends and developments. However, bibliometric analysis study in teaching biology is still hard to find. Therefore, this study aimed at conducting bibliometric analysis of the FCM applications in biology teaching for the variables of publication year, publication source, publication type, country, relevance, institution, research area, and author. METHOD This study is a case study with qualitative approach. It examined academic publications related to the FCM studies applied in biology teaching in terms of bibliographic variables and revealed the current situation. The Scopus database was chosen to collect the data in this study. The database was accessed from the Dokuz Eylül University subscriber databases page on March 30, 2021, an online search was made, as well as the publication information was obtained. JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7, No. 3, November 2021, pp. 275-287 277 Bozdağ et al (Bibliometric analysis of studies …) Figure 1. Data collection process The selection of the publications gathered for this study has been constructed based on the data collection process (Figure 1). Although the terms of "flipped classroom" and "inverted classroom" were frequently used to find FCM-related literature, it was also possible to come across different terms. For this reason, a search was made on the Scopus database using different keyword combinations. Accordingly, the title, abstract, and keywords were preferred as the search field. In addition, "AND"/"OR" operators were used as logical data operators to combine different search queries and find words/word groups which are close each other. Considering the limited study data in the field of biology teaching, a specific time frame was not determined as the scope or research time frame. Scanning was carried out for the entire time period. As many as 53 publications including the FCM applications in biology teaching were reached. In order to analyze these publications as a whole, the "Analyze Results" menu provided by the Scopus database was used. For the analysis of the data, among the bibliographic indicators presented under the analysis results menu, publications by years, publication sources by years (such as journals, conferences, etc.), publications by country, publications according to their fields and types of publication were chosen. Bibliometric maps were used to visualize bibliometric data using numerical methods. VOSviewer package program was used to make the bibliometric mapping. Within the study scope, the data obtained from the Scopus database was downloaded as a comma-separated values file (.csv) and transferred to the VOSwiever program, and visual network maps were created and analyzed. RESULTS AND DISCUSSION In this study, 53 studies of the FCM applications in biology teaching which were published and accessed in the "Scopus" database were analyzed descriptively. These analyzes were carried out using the VOSviewer program. In the review, "publications by years", "publication sources", "publication types", "the most publications and cited sources", "the most publications and cited institutions", "publications by research fields", "the most cited publications", "network map of terms or concepts that are frequently repeated in titles and abstracts", "network map of keywords", "bibliometric coupling network map for authors", "bibliometric coupling JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7, No. 3, November 2021, pp. 275-287 278 Bozdağ et al (Bibliometric analysis of studies …) network map for publications", "bibliometric coupling network map for countries" and "co-citation network map for authors" were preferred by scientists. Studies on the FCM in biology teaching were first started in 2013 and there has been a significant increase in the number of publications since 2015, and the increase has continued until 2020. Although there are no bibliometric analysis findings regarding the FCM applications in biology teaching in the literature, a sharp increase in the number of publications has been observed in the bibliographic analyzes of the FCM studies in general since 2015 (Demirer & Aydın, 2017; Julia et al., 2020; Kushairi & Ahmi, 2021; Tsai & Wu, 2020; Yang, Sun and Liu, 2017). Therefore, the findings obtained overlap with the study data in the field sources. The analysis results of the both FCM-related publications in biology teaching with the VOSwiever package program and the Scopus database are presented together. The distribution of the publications accessed from the Scopus database by years is given in Figure 2. Figure 2. Data on publications by years It can be seen from Figure 2 that the FCM studies applied in biology teaching were started in 2013 for the first time. It is also clear that there has been significant increase in the number of publications from 2015 to 2020. A sharp decrease of the number was observed in 2021. This is assumed that the undergirding reason of the decrease was COVID-19 pandemic which effected all areas around the world since 2020. Generally, publication types are classified into several categories such as scientific article, conference paper, book chapter, review, and so forth. The publications accessed from the database gained were examined according to the source and type. The majority of the publications were published in scientific journals (39 [73%]), followed by conference article (9 [17%]), book series (3 [6%]), and books (2 [4%]). In accordance to the type, the publications were mostly published as journal article (35 [66%]), followed by conference papers (10 [19%]), and book chapters (3 [6%]), as well as review (3 [6%]). These findings are in line with the Kushairi and Ahmi (2021) who reported that the publications were published intensively in scientific journals and conference categories. Similarly, Çakir, Sayin and Bektas (2021), Kushairi and Ahmi (2021), as well as Yang, Sun and Liu (2017) who carried out bibliometric analysis of the studies for the FCM by using different databases and research resources, reached the conclusion that articles and conference papers mostly stand out in the category of publication type. The publications accessed from the Scopus database have been evaluated from the aspect of the most cited. The results of the evaluation are served in Table 1 (the most cited publications) and Table 2 (the most cited institutions). Table 1. The most cited publications Publication Sources Total publication Total citation CBE—Life Sciences Education 4 340 Proceedings of the 44th ACM Technical Symposium on Computer Science Education 2 120 Computers and Education 1 75 Journal of Science Education and Technology 3 71 British Journal of Educational Technology 1 17 Advances in Physiology Education 3 9 Biochemistry and Molecular Biology Education 3 4 JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7, No. 3, November 2021, pp. 275-287 279 Bozdağ et al (Bibliometric analysis of studies …) Based on Table 1, it is obvious that the top five publication sources were CBE Life Sciences Education (340), Proceedings of the 44th ACM Technical Symposium on Computer Science Education (120), Computers and Education (75), Journal of Science Education and Technology (71), and British Journal of Educational Technology (17). Furthermore, the evaluation of the publications within the scope of the study on the basis of the most cited institutions is presented in Table 2. As seen in Table 2, it is obvious that Bringham Young University and Universidade Potiguar were the leading institutions which were cited by readers. The total citations of Bringham Young University and Universidade Potiguar were 344 and 316 respectively. Table 2. Most cited institutions Institutions Total publication Total citation Bringham Young University 2 344 Universidade Potiguar 1 316 University of California 2 84 Skidmore College 1 78 The University of Western Australia 1 75 The data obtained from FCM studies in biology teaching are limited so that they are considered as the data which do not meet the many field sources. Meanwhile, global data obtained from bibliometric analysis studies for the FCM were served without specific field limitation. The publications were mostly carried out in social sciences (Kushairi and Ahmi, 2021), health, medical research (Bhagat and Spector, 2018), education research, chemistry, and medical (Yang, Sun and Liu, 2017). Yet, as the findings are evaluated together, this can be interpreted that the researches were under different popular titles over the years. Furthermore, the increase in studies on education has led to the predominance of social science research (Kushairi and Ahmi, 2021) and studies on the FCM have concentrated in the field of social sciences in recent years. The classification of the publications within the scope of the study according to research fields are presented in Figure 3. Based on the figure, it is clear that the highest number of publications were conducted on Social Sciences which then followed by the researches done on Biochemistry, Genetics, and Molecular Biology fields. However, as a publication can be included in more than one research field category, the total number of publications examined can be more than the total number mentioned before. Figure 3. Publication classification based on research fields Bibliometric analysis also enables the determination of the most productive researchers in a particular subject area. The most cited authors and publications among the 23 publications examined within the scope of the study are presented in Table 3. JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7, No. 3, November 2021, pp. 275-287 280 Bozdağ et al (Bibliometric analysis of studies …) Table 3. The most cited authors and publications Author Publication title Publication source Total citation Jensen,Kummer ve Godoy (2015). Improvements from a flipped classroom may simply be the fruits of active learning CBE—Life Sciences Education 316 Porter, Bailey Lee ve Simon (2013) Halving fail rates using peer instruction: a study of four computer science courses Proceeding of the 44th ACM technical symposium on Computer science education 78 Awidi ve Paynter (2019) The impact of a flipped classroom approach on student learning experience Computers & Education 75 Lockwood ve Esselstein (2013) The inverted classroom and the CS curriculum Proceeding of the 44th ACM technical symposium on Computer science education 42 Sletten (2017) Investigating flipped learning: Student self- regulated learning, perceptions, and achievement in an introductory biology course Journal of Science Education and Technology 40 Based on Table 3, it is seen that the most cited publication about the FCM applications in biology teaching is "Improvements from a flipped classroom may simply be the fruits of active learning" written by Jensen, Kummer and Godoy (2015). This is followed by studies conducted by Porter, Bailey Lee and Simon (2013) who wrote the publication entitled “Halving fail rates using peer instruction: a study of four computer science courses”. The article entitled “The impact of a flipped classroom approach on student learning experience” written by Awidi and Paynter (2019) was in the third place. The citation of the three publications reached 316, 78, and 75 in sequence The title and abstract sections of the publications are the most important parts that can clearly express the publication content and purpose. In this context, among the publications obtained from Scopus database, an evaluation was made in terms of the titles and abstracts of the publications. In this study, the minimum frequent of the word used was 3. According to this setting, it was determined that 201 of 1579 terms or concepts passed the threshold value. The visual network map related to the terms or concepts frequently used in the publication title and abstract sections created with the VOSwiever package program is presented in Figure 4. Figure 4. Network map of frequently repeated terms or concepts in the title and abstract sections JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7, No. 3, November 2021, pp. 275-287 281 Bozdağ et al (Bibliometric analysis of studies …) In the visual network map, nodes represent terms or concepts, and the distance between them refers to the relationship for each term (Sedighi, 2016). Thus, based on Figure 4, it can be determined that there are nine clusters which represent nine themes. There are five terms or concepts mostly found in the title and abstract sections of the publications i.e. student, course, class, classroom, flipped classroom. It can be inferred that keywords determined in publications is crucial criterion to stand out search trend as crucial as increasing the visibility. In the other words, the analysis of frequent keywords used in certain scope is also important. Keywords are important to stand out the research trends, thus, as they reflect the essence of the study (Julia et al., 2020; Kushairi & Ahmi, 2021). The most frequently repeated keywords in the bibliometric analysis of the FCM are concentrated on the flipped classroom, active learning, and blended learning (Bhagat & Spector, 2018; Çakir, Sayin & Bektas, 2021; Julia et al., 2020; Kushairi & Ahmi, 2021; Tsai & Wu, 2020; Yang, Sun & Liu, 2017; Zainuddin et al., 2019). In addition to keywords, the title and abstract sections are important in scientific publication as they have great impact on search trends (Zainuddin et al., 2019). Therefore, in this study, the combination of frequently preferred terms in both the title and abstract sections of the publications were analyzed. As the comparation, Kushairi and Ahmi (2021) identified five clusters in the similar field, namely, student participation, teaching model, classroom management, evaluation group, and completion group. To this section, a threshold value has not been determined in order to evaluate all keywords in publications together. In the VOSviewer package program, 168 keywords were reached by performing the "co-occurrence" analysis. However, since the program warned that some of the determined keywords were not related to each other and that the largest associated data set consists of 130 words, so that the ongoing analyzes were carried out over the 130 words set. The visual network map created with the VOSwiever package program based on the keywords frequently used in publications is presented in Figure 5. Figure 5. Network map of the most frequently keywords used Figure 5 shows that the first five keywords which are most preferred in publications related to the FCM applications in biology teaching are: flipped classroom, active learning, online learning, flipped learning and biology respectively. In the context of bibliographic analysis, the analysis results obtained from VOSviewer program (see Figure 6) showed that the minimum citations number within the scope were "5". According to this setting, it was determined that 45 of 158 authors passed the threshold value. The visual network map of the authors with bibliographic connections and the relationship between them is presented in Figure 6. Citation analysis based on bibliographic coupling is mostly preferred. This can be described as citing the same publication by two different scientific publications. JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7, No. 3, November 2021, pp. 275-287 282 Bozdağ et al (Bibliometric analysis of studies …) Figure 6. Bibliometric coupling network map for authors Figure 6 showed that there is an intense and strong relationship among authors. Among the 45 authors included in the analysis, the most cited authors were Jensen J.L. (2 publications, 344 citations), Godoy P.D.D.M (1 publication, 316 citations), Kummer T.A. (1 publication, 316 citations), Bailey-Lee C. (1 publication, 78 citations), Porter L. (1 publication, 78 citations), Simon B. (1 publication, 78 citations), and Awidi I.T. (1 publication, 75 citations), respectively. Within the scope of bibliographic coupling analysis, the minimum number of citations to create a visual network map of publications was 5. The threshold value has passed 17 out of 53 publications and the analysis results are presented in Figure 7. Figure 7. Bibliometric coupling network for publications Figure 7 summarizes the relationship between the publications based on coloring method. The connection established between two publications that have cited to the same scientific study is defined as a bibliometric coupling. Generally, there are four colors shown in the figure i.e. green, blue, red and yellow. Furthermore, the JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7, No. 3, November 2021, pp. 275-287 283 Bozdağ et al (Bibliometric analysis of studies …) same colors interact more intensely within themselves. These publications are heavily centered on the studies conducted by Jensen, Kummer, and Godoy (2015), Porter, Bailey Lee and Simon (2013), and Awidi and Paynter (2019). As a matter of fact, the data obtained overlap with the data in Table 3, which includes the first five publications with the most citations. Since the obtained findings contain bibliometric analysis data for the FCM applications in the field of biology teaching, it is considered that they will contribute to the literature focused on this aspect. The analysis done on the 53 publications included the countries where the publications were published. Accordingly, the minimum number of publications and number of citations was 1 within the scope of bibliographic matching analysis for countries. According to this setting, 14 out of 53 countries have passed the threshold value and the analysis result is presented in Figure 8. Figure 8. Bibliometric coupling network based on countries Figure 8 depicts that the highest number of studies focused on the FCM in biology teaching were carried out in the United States of America (USA). All countries seem to be affected by the USA according to the connection status between the countries. Accordingly, the first five countries according to the number of publications and citations are listed as United States (29 publications, 590 citations), Brazil (1 publication, 316 citations), Australia (2 publications, 80 citations), South Korea (1 publication, 17 citations), Serbia (1 publication, 6 citations), respectively. In term of language used, of the 53 publications evaluated, 51 articles were published in English and the two remain were published in Spanish. These findings are accordance with the other publications which reported that FCM applications in Biology teaching were published in the United States with a very high density (Al-Shabibi and Al-Ayasra, 2019; Bhagat and Spector, 2018; Çakir, Sayin and Bektas, 2021; Julia et al., 2020; Kushairi and Ahmi, 2021; Tsai & Wu, 2020; Yang, Sun, & Liu, 2017) and the most widely used publication language was English. This is assumed because of the fact that the research efficiency is literally occurred in the center of certain countries which are related to the technological development (Bhagat and Spector, 2018), thus, in turn, provide adequate resources for academic studies and high motivation of the academicians (Julia et al., 2020). Another citation analysis used to determine to what extend a scientific publication affects other publications in the field is co-citation analysis (Van Eck, 2011). Considering that 53 publications included in the scope of the study refer heavily to the studies on the FCM and biology teaching, the co-citation analysis method was done using VOSwiever program. The minimum co-citation number of authors was determined as "5". Thus, there were 97 co-citation authors which passed the threshold from a total of 3068 authors. However, due to the program warning that some of these authors are not related to each other and that the largest data set were composed of 95 authors, the ongoing analyzes were carried out on 95 co-citation authors. In this context, the visual network map of co-citation authors frequently used in publications is presented in Figure 9. JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7, No. 3, November 2021, pp. 275-287 284 Bozdağ et al (Bibliometric analysis of studies …) Figure 9. Co-citation network for authors Based on Figure 9, it is seen that the interaction and connection between the authors who are commonly cited in related publications are quite intense and strong. It is clear that the most cited authors were Freeman S. (26 citations), Wenderoth M.P. (24 citations), Eddy S.I. (23 citations), Smith M.K. (23 citations), Bergmann J. (22 citations) and Sams A. (22 citations). Co-citation, in terms of citing two different publications in a scientific study, enables authors to reach publications which have strong effect on related publications. Therefore, the analysis of co-citation in the field related to the certain publication within the scope of the study is crucial. However, in this study, there is no co- citation data about the authors among the study findings which include bibliometric analysis of the FCM studies. This has been the undergirding reason that review could not be made. As the findings obtained were evaluated on the basis of both biology teaching and the FCM, it was found that the authors named Freeman S., Wenderoth M.P., Eddy S.I. and Smith M.K. were cited for active learning practices in biology teaching. Meanwhile, the authors named Bergmann J. and Sams A. were cited for the FCM applications. As a matter of fact, the co-citation of researchers named Bergmann and Sams (2012), who mediated the introduction of the FCM concept to the education world, were seen as an expected result in this study. Eventually, today's learning generation, who mostly are digital native, is more prone to the use of digital technologies in educational environments. Therefore, the FCM applications which use potential online resources and technology have gained momentum in the field of education in recent years. The FCM has become a preferred model in biology teaching as it is in every education field. The learners progress at their own pace. This allows them to practice what they have learned in their classroom environment which revealed the positive effects of dynamic and interactive FCM applications in biology teaching on academic achievement, attitude, motivation, and participation (Awidi & Paynter, 2019; Malto, Dalida & Lagunzad, 2018). Despite this, the FCM applications for biology teaching have remained limited in the literature. Therefore, it is necessary to examine the bibliometric analysis results which allow the sharing of universal research data. By conducting this study, a broad perspective on the FCM applications in biology teaching was presented to the researchers CONCLUSION Based on the study conducted, it can be concluded that: 1) the publication in FCM implementation in biology teaching has been started since 2013 and has been increasing until 2020; 2) the top five publication sources found were CBE Life Sciences Education, 44th ACM Technical Symposium on Computer Science Education, the Computers and Education, Journal of Science Education and Technology, and British Journal JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7, No. 3, November 2021, pp. 275-287 285 Bozdağ et al (Bibliometric analysis of studies …) of Educational Technology; 3) the most publication types chosen by authors were scientific journal and proceeding; 4) the highest number of publications were published in USA; 5) the most cited publication was "Improvements from a flipped classroom may simply be the fruits of active learning" written by Jensen, Kummer and Godoy (2015); 6) the most cited institution was CBE—Life Sciences Education; 7) the most used keywords were flipped classroom, active learning, online learning, flipped learning and biology respectively. The FCM can be a solution for the teaching-learning process in biology teaching where students are at the center of the learning process and take a more active role in the classroom. For this reason, studies for the FCM in the field of biology teaching can be increased by enriching the researches in the field of application. In this way, it is possible to support a very limited number of study data in the literature. Furthermore, bibliometric analysis of the FCM applications in biology education initiated with this study can be expanded by using other databases. REFERENCES Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. https:// doi.org/10.1080/07294360.2014.934336. Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. https://doi.org/10.1016/j.compedu.2018.07.021 Al-Shabibi, T. S., & Al-Ayasra, M. A. K. (2019). Effectiveness of the flipped classroom strategy in learning outcomes (bibliometric study). International Journal of Learning, Teaching and Educational Research, 18(3), 96-127. https://doi.org/10.26803/ijlter.18.3.6 Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283. https://doi.org/10.1016/j.compedu.2018.09.013 Bates, J. E., Almekdash, H., & Gilchrest-Dunnam, M. J. (2017). The flipped classroom: A brief, brief history. In The flipped college classroom (pp. 3-10). Springer, Cham. https://link.springer.com/chapter/10. 1007/978-3-319-41855-1_1 Bell, M. R. (2015). An investigation of the impact of a flipped classroom instructional approach on high school students' content knowledge and attitudes toward the learning environment. (Unpublished Mr.Sci. Thesis), School of Technology, Brigham Young University, Utah, USA. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education. https://www.rcboe.org/cms/lib/GA01903614/ Centricity/Domain/15451/Flip_your_Classroom.pdf Bhagat, K. K., & Spector, J. M. (2018, July). A bibliometric analysis of six years of research on flipped classroom. In 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT) (pp. 27-29). IEEE. https://doi.org/10.1109/ICALT.2018.00013 Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators online, 12(1), 91-115. https://files.eric. ed.gov/fulltext/EJ1051042.pdf. Chiang, T. H. C. (2017). Analysis of learning behavior in a flipped programing classroom adopting problem- solving strategies. Interactive Learning Environments, 25(2), 189-202. https://doi.org/10.1080/ 10494820.2016.1276084 Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. https://opac.perpusnas.go.id/DetailOpac.aspx?id=908773 Çakir, R., Sayin, V., & Bektas, S. (2021). Bibliometric analysis of studies conducted between 2015-2019 on the flipped classroom model. International Journal of Research in Education and Science, 7(1), 163- 187. https://doi.org/10.46328/ijres.1126 Demirer, V., & Aydın, B. (2017). A comprehensive analysis of the studies conducted in the framework of flipped classroom model. Educational Technology Theory and Practice, 7(1), 57-82. https://doi.org/ 10.17943/etku.288488 DeRuisseau, L. R. (2016). The flipped classroom allows for more class time devoted to critical thinking. Advances in Physiology Education, 40(4), 522-528. https://doi:10.1152/advan.00033.2016 El-Senousy, H., & Alquda, J. (2017). The effect of flipped classroom strategy using blackboard mash-up tools in enhancing achievement and self-regulated learning skills of university students. World Journal on Educational Technology: Current Issues, 9(3), 144-157. https://doi.org/10.18844/wjet.v6i3.1974 Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™. https://flippedlearning.org/definition-of- flipped-learning/ https://doi.org/10.1080/07294360.2014.934336 https://doi.org/10.1080/07294360.2014.934336 https://doi.org/10.1016/j.compedu.2018.07.021 https://doi.org/10.26803/ijlter.18.3.6 https://doi.org/10.1016/j.compedu.2018.09.013 https://link.springer.com/chapter/10.1007/978-3-319-41855-1_1 https://link.springer.com/chapter/10.1007/978-3-319-41855-1_1 https://www.rcboe.org/cms/lib/GA01903614/Centricity/Domain/15451/Flip_your_Classroom.pdf https://www.rcboe.org/cms/lib/GA01903614/Centricity/Domain/15451/Flip_your_Classroom.pdf https://doi.org/10.1109/ICALT.2018.00013 https://files.eric.ed.gov/fulltext/EJ1051042.pdf. https://files.eric.ed.gov/fulltext/EJ1051042.pdf. https://doi.org/10.1080/10494820.2016.1276084 https://doi.org/10.1080/10494820.2016.1276084 https://opac.perpusnas.go.id/DetailOpac.aspx?id=908773 https://doi.org/10.46328/ijres.1126 https://doi.org/10.17943/etku.288488 https://doi.org/10.17943/etku.288488 https://doi:10.1152/advan.00033.2016 https://doi.org/10.18844/wjet.v6i3.1974 https://flippedlearning.org/definition-of-flipped-learning/ https://flippedlearning.org/definition-of-flipped-learning/ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7, No. 3, November 2021, pp. 275-287 286 Bozdağ et al (Bibliometric analysis of studies …) Glynn Jr, J. (2013). The effects of a flipped classroom on achievement and student attitudes in secondary chemistry. (Unpublished Mr.Sci. Thesis), Science Education, Montana State University, Montana, USA Hayırsever, F., & Orhan, A. (2018). Ters yüz edilmiş öğrenme modelinin kuramsal analizi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 572-596. https://doi.org/ 10.17860/mersinefd.431745 Hwang, G. J., & Chen, P. Y. (2019). Effects of a collective problem-solving promotion-based flipped classroom on students’ learning performances and interactive patterns. Interactive Learning Environments, 1- 16. https://doi.org/10.1080/10494820.2019.1568263 Ibrahim, M., & Callaway, R. (2014, October). Students' learning outcomes and self-efficacy perception in a flipped classroom. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 899-908). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/148734/ Jdaitawi, M. (2019). The effect of flipped classroom strategy on students learning outcomes. International Journal of Instruction, 12(3), 665-680. https://doi.org/10.29333/iji.2019.12340a Julia, J., Afrianti, N., Ahmed Soomro, K., Supriyadi, T., Dolifah, D., Isrokatun, I., ... & Ningrum, D. (2020). Flipped classroom educational model (2010-2019): A bibliometric study. European Journal of Educational Research, 9(4), 1377-1392. https://doi.org/10.12973/eu-jer.9.4.1377 Kong, S. C. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers & Education, 89, 16- 31. https://doi.org/10.1016/j.compedu.2015.08.017 Kushairi, N., & Ahmi, A. (2021). Flipped classroom in the second decade of the Millenia: a Bibliometrics analysis with Lotka’s law. Education and Information Technologies, 1-31. https://doi.org/10.1007/ s10639-021-10457-8 Malto, G. A. O., Dalida, C. S., & Lagunzad, C. G. B. (2018). Flipped classroom approach in teaching biology: assessing students’ academic achievement and attitude towards Biology. KnE Social Sciences, 540- 554. https://doi.org/10.18502/kss.v3i6.2403 OECD (2016), Innovating Education and Educating for Innovation: The Power of Digital Technologies and Skills, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264265097-en Saunders, J. (2014). The flipped classroom: Its effect on student academic achievement and critical thinking skills in high school mathematics. (Unpublished Doctorate Thesis), Liberty University, Virginia, USA Schmidt, B. (2014, December). Improving motivation and learning outcome in a flipped classroom environment. In 2014 International Conference on Interactive Collaborative Learning (ICL) (pp. 689- 690). IEEE. https://doi.org/10.1109/ICL.2014.7017854 Sedighi, M. (2016). Application of word co-occurrence analysis method in mapping of the scientific fields (case study: the field of Informetrics). Library Review 65(1/2), 52-64. https://doi.org/10.1108/LR-07-2015- 0075 Stone, B. B. (2012, May). Flip your classroom to increase active learning and student engagement. In Proceedings from 28th Annual Conference on Distance Teaching & Learning, Madison, Wisconsin, USA. https://cn.polyvision.com/24/_moodle_ruhr-uni-bochum_de/m/pluginfile.php/278 895/mod_resource/content/3/ICM_Effects%20of%20Active%20learning%20strategies%20and%20st udent%20feedback.pdf Subramaniam, S. R., & Muniandy, B. (2019). The effect of flipped classroom on students’ engagement. Technology, Knowledge and Learning, 24(3), 355-372. https://doi.org/10.1007/s10758- 017-9343-y Swearingen, C. B. (2016). Flipping the syllabus: Using the first day of class to encourage student acceptance of a new pedagogical technique. In The Flipped Classroom Volume 1: Background and Challenges (pp. 9-16). American Chemical Society. https://doi.org/10.1021/bk-2016-1223.ch002 Tsai, H. L., & Wu, J. F. (2020). Bibliometric analysis of flipped classroom publications from the web of science core collection published from 2000 to 2019. Science Editing, 7(2), 163-168. https://doi.org/ 10.6087/kcse.212 Ulakbim (2021), Bibliyometrik analiz sıkça sorulan sorular. https://cabim.ulakbim.gov.tr/bibliyometrik- analiz/bibliyometrik-analiz-sikcasorulan-sorular/ Van Eck, N. J. (2011). Methodological advances in bibliometric mapping of science. (Doctoral dissertation), Erasmus Research Institute of Management, Erasmus University, Rotterdam, Holland. https://repub.eur.nl/pub/26509/EPS2011247LIS9789058922915.pdf Van Eck, N., & Waltman, L. (2009). Software survey: vosviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523-538. https://doi.org/ 10.1007/s11192-009-0146-3 https://doi.org/%2010.17860/mersinefd.431745 https://doi.org/10.1080/10494820.2019.1568263 https://www.learntechlib.org/primary/p/148734/ https://doi.org/10.29333/iji.2019.12340a https://doi.org/10.12973/eu-jer.9.4.1377 https://doi.org/10.1016/j.compedu.2015.08.017 https://doi.org/10.1007/s10639-021-10457-8 https://doi.org/10.1007/s10639-021-10457-8 https://doi.org/10.18502/kss.v3i6.2403 http://dx.doi.org/10.1787/9789264265097-en https://doi.org/10.1109/ICL.2014.7017854 https://doi.org/10.1108/LR-07-2015-0075 https://doi.org/10.1108/LR-07-2015-0075 https://cn.polyvision.com/24/_moodle_ruhr-uni-bochum_de/m/pluginfile.php/278895/mod_resource/content/3/ICM_Effects%20of%20Active%20learning%20strategies%20and%20student%20feedback.pdf https://cn.polyvision.com/24/_moodle_ruhr-uni-bochum_de/m/pluginfile.php/278895/mod_resource/content/3/ICM_Effects%20of%20Active%20learning%20strategies%20and%20student%20feedback.pdf https://cn.polyvision.com/24/_moodle_ruhr-uni-bochum_de/m/pluginfile.php/278895/mod_resource/content/3/ICM_Effects%20of%20Active%20learning%20strategies%20and%20student%20feedback.pdf https://doi.org/10.1007/s10758-017-9343-y https://doi.org/10.1007/s10758-017-9343-y https://doi.org/10.1021/bk-2016-1223.ch002 https://doi.org/10.6087/kcse.212 https://doi.org/10.6087/kcse.212 https://cabim.ulakbim.gov.tr/bibliyometrik-analiz/bibliyometrik-analiz-sikcasorulan-sorular/ https://cabim.ulakbim.gov.tr/bibliyometrik-analiz/bibliyometrik-analiz-sikcasorulan-sorular/ https://repub.eur.nl/pub/26509/EPS2011247LIS9789058922915.pdf https://doi.org/%2010.1007/s11192-009-0146-3 JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7, No. 3, November 2021, pp. 275-287 287 Bozdağ et al (Bibliometric analysis of studies …) VOSviewer. (2021). VOSviewer: visiualizing scientific landscape. https://www.vosviewer.com/features/ highlights Yang, L., Sun, T., & Liu, Y. (2017). A bibliometric investigation of flipped classroom research during 2000- 2015. International Journal of Emerging Technologies in Learning (iJET), 12(06), 178-186. https://online-journals.org/index.php/i-jet/article/view/7095 Zainuddin, Z., Zhang, Y., Li, X., Chu, S. K. W., Idris, S., & Keumala, C. M. (2019). Research trends in flipped classroom empirical evidence from 2017 to 2018: A content analysis. Interactive Technology and Smart Education, 16(3), 255-277. http://dx.doi.org/10.1108/ITSE-10-2018-0082 https://www.vosviewer.com/features/highlights https://www.vosviewer.com/features/highlights https://online-journals.org/index.php/i-jet/article/view/7095 https://doi.org/%20http:/dx.doi.org/10.1108/ITSE-10-2018-0082