TIMSS主題研究趨勢與知識圖譜：2004-2024年文獻計量分析

Mapping Two Decades of TIMSS Research (2004–2024): Trends, Networks, and Evolution

本研究旨在系統性回顧國際數學與科學教育成就趨勢調查（Trends in International Mathematics and Science Study, TIMSS）的研究成果，並以2004年1月至2024年12月收錄於Web of Science、Scopus資料庫之期刊論文作為分析資料來源。研究以TIMSS及其相關同義字、擴展字等進行文獻檢索，並限定僅納入教育類文獻，再參照PRISMA程序進行文獻篩選，最終納入1,018篇研究主題文獻作為分析基礎。從出版趨勢觀察，2004年至2009年的初始階段年發表量相對較低，2010年至2014年間年發表量逐年上升，顯示研究熱度逐漸增加，2015年至2024年發表量保持穩定，至2024年累計發表量達1,018篇。為深入探究其智識結構，本研究使用HistCite、CiteSpace與Bibliometrix進行文獻計量分析，研究結果顯示，International Journal of Science and Mathematics Education及Studies in Educational Evaluation則為該領域核心期刊；school climate、student achievement與socioeconomic status等關鍵詞近三年呈現持續突現，顯示學校氛圍、學生成就及社經地位等主題已成為研究趨勢。本研究建議未來研究可透過跨學科合作深化研究內涵，因應全球教育科技發展的多重需求與挑戰。本研究不僅提供研究者對於TIMSS教育領域的宏觀視角，同時能為後續研究奠定扎實的實證基礎。

This study systematically reviews 20 years of research on the Trends in International Mathematics and Science Study (TIMSS) from 2004 to 2024, using data from Web of Science and Scopus. A structured literature search with TIMSS-related keywords identified 1,018 relevant studies, screened following the PRISMA protocol. Using bibliometric tools such as HistCite, CiteSpace, and Bibliometrix, this study employs various analyses to explore research trends, knowledge structures, and thematic development over time. The findings reveal a steady increase in research interest: publications were limited from 2004 to 2009, grew steadily from 2010 to 2014, and stabilized from 2015 to 2024. Thematic analysis identifies key recurring topics, with recent years showing a growing focus on contextual factors affecting student achievement, as indicated by emerging keywords such as“school climate,”“student achievement,”and“socioeconomic status.”In addition, intellectual structure analysis identifies influential authors and foundational works shaping TIMSS research, while thematic evolution analysis tracks shifts in research focus over time. This study sheds light on the evolving landscape of TIMSS-related research, emphasizing the need for interdisciplinary collaborations and stronger connections between educational research, policy, and technology. Future research could integrate evidence-based educational strategies to inform international large-scale assessments and their role in shaping educational practices.