CONTENT ANALYSİS OF THE ROLE OF ROTE LEARNİNG İN HİNDERİNG CRİTİCAL THİNKİNG: SYSTEMATİC LİTERATURE REVİEW
Keywords:
: rote learning, memorization, critical thinking, creativity, constructivismAbstract
This systematic review synthesizes empirical evidence from 68 articles published between 2020 and 2025 to explore the role of rote learning in hindering critical thinking and creativity. The study employs content analysis to categorize research by journal, country, research type, publication year, authorship patterns, and citation impact. Findings reveal a predominance of literature reviews (41.2%), with a strong geographical bias toward Western countries, particularly the United States (26.47%). While rote learning aids short-term retention, it often impedes creativity and problem-solving, especially in standardized testing environments. The review highlights gaps in research from underrepresented regions such as Africa and Latin America and underscores the need for pedagogical reforms that balance memorization with constructivist, application-based approaches. Collaborative research is prevalent (73.5% multi-authored studies), yet citation patterns show significant disparities, with a minority of studies receiving high visibility. The study concludes by advocating for diverse methodologies and longitudinal research to assess shifts toward critical-thinking pedagogies.
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