Refine
Year of publication
- 2022 (3) (remove)
Language
- English (3)
Is part of the Bibliography
- yes (3)
Keywords
- literature review (3) (remove)
Institute
Both entrepreneurship and innovation play a key role for business growth and economic development and are conceptually highly intertwined. Both fields have received extensive attention that has resulted in a large number of publications. The aim of this work is to provide an overview on the coevolution of entrepreneurship and innovation over the last decades, with particular attention to recent research trends. To track the evolution at the intersection of both fields, we employ a bibliometric analysis, which allowed us to identify the key concepts, the backbone of research, and to provide a systematic classification of main research themes diagnosed including: 1) entrepreneurial innovation and digital transformation, 2) sustainable innovation and entrepreneurship, 3) product innovation and knowledge, 4) entrepreneurial orientation and leadership, and 5) regional entrepreneurship and innovation (innovative entrepreneurship and historical roots). The findings of this bibliometric review are reported in the form of a knowledge graph that represents the results obtained in terms of the knowledge base (key terms), knowledge domains, and knowledge evolution (themes and bursts), based on which themes for future research are suggested.
Science education researchers have developed a refined understanding of the structure of science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in the diverse conceptualisations of the PCK used in PCK research. This study sought to systematize existing science education research on PCK through the lens of the recently proposed refined consensus model (RCM) of PCK. In this review, the studies’ approaches to investigating PCK and selected findings were characterised and synthesised as an overview comparing research before and after the publication of the RCM. We found that the studies largely employed a qualitative case-study methodology that included specific PCK models and tools. However, in recent years, the studies focused increasingly on quantitative aspects. Furthermore, results of the reviewed studies can mostly be integrated into the RCM. We argue that the RCM can function as a meaningful theoretical lens for conceptualizing links between teaching practice and PCK development by proposing pedagogical reasoning as a mechanism and/or explanation for PCK development in the context of teaching practice.
Science education researchers have developed a refined understanding of the structure of science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in the diverse conceptualisations of the PCK used in PCK research. This study sought to systematize existing science education research on PCK through the lens of the recently proposed refined consensus model (RCM) of PCK. In this review, the studies’ approaches to investigating PCK and selected findings were characterised and synthesised as an overview comparing research before and after the publication of the RCM. We found that the studies largely employed a qualitative case-study methodology that included specific PCK models and tools. However, in recent years, the studies focused increasingly on quantitative aspects. Furthermore, results of the reviewed studies can mostly be integrated into the RCM. We argue that the RCM can function as a meaningful theoretical lens for conceptualizing links between teaching practice and PCK development by proposing pedagogical reasoning as a mechanism and/or explanation for PCK development in the context of teaching practice.