BIBLIOMETRIC ANALYSIS OF DIDACTICAL TRANSPOSITION ON TEACHING AND LEARNING PROCESS

Bibliometric and bibliography regarding didactic transposition in the teaching and learning process will be discussed in this study. A bibliometric approach using a VOS viewer was used to conduct this study. 159 documents published between 1990 to 2022 from the Scopus database were analysed using some main analyses such as co-authorship, citation, performance, and co-word supported by clustering and visualization analysis. The results revealed that the didactical transposition relatively soared in 2012, 2013, 2020, and 2021 while the development of citations related to the studies of didactical transposition relatively fluctuated between 1990 to 2022. Furthermore, Brazil and France relatively had the dominant influence in which most influential documents, authors, sources, and institutions affiliated with Brazil and France. Moreover, most of the authors coming from Brazil became the leaders in conducting the studies of didactical transposition. Selection, simplification, and organization of scientific content to create a curriculum that students can easily understand is part of the didactic transposition process. Didactical transposition also involves adapting teaching methods, activities, and materials to suit the needs and abilities of students. Didactical transposition aims to make scientific knowledge more relevant and meaningful to students and to facilitate their learning and understanding of complex concepts. However, it is important to note that didactical transposition can also introduce certain biases and caution and critical reflection.