Teaching Tools to Improve Knowledge in Secondary Education: Bibliometric Trends in Scopus

Abstract

The present study aimed to analyze the bibliometric trends in Scopus on didactic tools to improve knowledge in secondary education, from 2007-2024. The methodology used was bibliometrics to quantify the amount of scientific literature on this topic. Eighty-seven publications in Scopus, which met the inclusion criteria and key words in English (Teaching tools and Knowledge), were chosen for inclusion in the research. A considerable increase in scientific production was observed between 2015 and 2024 (n=76; 87.4%), with Spain being the country with the highest research contribution (12.1%). In addition, Education and Information Technologies was the most important source, accounting for 4 publications. The most cited author was Yunus, with 60 citations. In addition, most of the publications (84%) were scientific articles, with 40% focused on social sciences and 13% focused on psychology. It is concluded that the literature on didactic tools for improving knowledge in secondary education has been the subject of research, with a wide range of collaborations between different authors, contributing countries, new topics and high-impact sources. Finally, this bibliometric assessment provides a theoretical and documentary basis for future research.