Baena-Rojas Jose Jaime, Ramírez-Montoya María Soledad, Mazo-Cuervo Diego Mauricio, López-Caudana Edgar Omar
Institute for the Future of Education, Tecnologico de Monterrey, Monterrey 64849, Mexico.
Fundación Universitaria CEIPA, Sabaneta 055450, Colombia.
J Intell. 2022 Jun 30;10(3):37. doi: 10.3390/jintelligence10030037.
The purpose of this research is to contextualize the behavior of publications on complex thinking in education. A total of 428 documents compiled in Scopus from 1937 to 2022 were analyzed with a bibliometric study considering criteria such as "complex thinking", "complex thought", and "reasoning for complexity", all combined with education. The results show 153, 47, and 5 publications for each criterion with their related disciplines, citations, types of documents, universities, prominent authors, researching countries, and the general diachronic evolution of the subject, this allows to establish an idea about the implications of the present study according to one of the most important databases in the world. It is concluded that complex thinking and its relationship with education awakens a greater interest in the academy, not only because of its incidence in diverse fields that are nourished by it for the generation of new multidisciplinary knowledge but also because of the published research that demonstrates its transcendence.
本研究的目的是将教育领域中关于复杂思维的出版物行为置于特定背景中。通过文献计量研究，对1937年至2022年在Scopus中汇编的总共428份文档进行了分析，该研究考虑了“复杂思维”、“复杂思想”和“复杂性推理”等标准，所有这些标准都与教育相结合。结果显示，每个标准分别有153、47和5篇出版物，以及它们的相关学科、引用次数、文献类型、大学、杰出作者、研究国家，以及该主题的总体历时演变情况，这有助于根据世界上最重要的数据库之一对本研究的意义形成一个概念。得出的结论是，复杂思维及其与教育的关系在学术界引起了更大的兴趣，这不仅是因为它在众多领域中的影响，这些领域因它而受益，从而产生了新的多学科知识，还因为已发表的研究证明了它的卓越性。
