Branding/Logomark minus arrow-point-to-down Citation Combined Shape Icon/Bookmark-empty Icon/Copy Icon/Collection Icon/Close Copy 7 Icon/List
Loading Scinapse...
Trends of Science Education Research: An Automatic Content Analysis
Abstract
This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, andScience Education from 1990 to 2007. The multi-stage clustering technique was employed to investigate with what topics, to what development trends, and from whose contribution that the journal publications constructed as a science education research field. This study found that the research topic of Conceptual Change & Concept Mapping was the most studied topic, although the number of publications has slightly declined in the 2000’s. The studies in the themes of Professional Development, Nature of Science and Socio-Scientific Issues, and Conceptual Chang and Analogy were found to be gaining attention over the years. This study also found that, embedded in the most cited references, the supporting disciplines and theories of science education research are constructivist learning, cognitive psychology, pedagogy, and philosophy of science.
  • References (92)
  • Cited By (71)
Jay L. Lemke26
Estimated H-index: 26
Ref 59Cited 2453
Download PDF
Forrest W. Young23
Estimated H-index: 23
,
Robert M. Hamer57
Estimated H-index: 57
Cited 38
Edgar W. Jenkins17
Estimated H-index: 17
(University of Leeds)
This paper offers a personal overview of research in science education in Europe. It is suggested that such research is a relatively new domain, characterised by considerable diversity. The paper explores some of the institutional, conceptual and methodological dimensions of this diversity and identifies a number of issues around which science education in Europe might develop in the early years of the twenty-first century.
Ref 18Cited 22
Download PDF
Cite this paper
Robert Linn1
Estimated H-index: 1
,
Frederick Erickson26
Estimated H-index: 26
This chapter reviews basic issues of theory and method in approaches to research on teaching that are alternatively called ethnographic, qualitative, participant observational, case study, symbolic interactionist, phenomenological, constructivist, or interpretive. These approaches are all slightly different, but each bears strong family resemblance to the others. The set of related approaches is relatively new in the field of research on teaching. The approaches have emerged as significant in th...
Rosalind Driver25
Estimated H-index: 25
,
Edith Guesne2
Estimated H-index: 2
,
Andrée Tiberghien17
Estimated H-index: 17
Children's ideas and the learning of science light electricity in simple circuits heat and temperature force and motion the gaseous state beyond appearances - the conservation of matter under physical and chemical transformations the Earth as a cosmic body some main features in children's ideas and implications for teaching.
Cited 835
Source
Irene vernersson1
Estimated H-index: 1
Cited 1574 Source
Helga Behrendt3
Estimated H-index: 3
,
Helmut Dahncke3
Estimated H-index: 3
,
Reinders Duit12
Estimated H-index: 12
... more
Preface. Part 1: Views and Visions of Science Education Research. Science Education Researchers and Research in Transition: Issues and Policies D. Psillos. Research in Science Education in Europe: Retrospect and Prospect E.W. Jenkins. Science Content as Problematic - Issues for Research P.J. Fensham. Science Education Versus Science in the Academy: Questions - Discussion - Perspectives H. Dahncke, et al. Part 2: Scientific Literacy - Conceptions and Assessment. The Assessment of Scientific Liter...
Cited 92
Source
Cite this paper
Peter J. Fensham27
Estimated H-index: 27
1 Science Education: What Defines a Field of Research?.- 2 Origins.- 3 The Researcher as Person.- 4 The Significance of Research.- 5 Major Influence on Research.- 6 Asking Questions.- 7 The Role of Theory.- 8 Methodology.- 9 Evidence of Progression.- 10 Focus on Content.- 11 Research to Practice.- 12 Gender and Science Education.- 13 Politics and Science Education.- 14 Science Education, Technology and IT.- 15 Conclusion: Language and Science Education.- Name Index.
Cited 93
Source
  • References (92)
  • Cited By (71)
Unsal Umdu Topsakal1
Estimated H-index: 1
,
Muammer Çalik15
Estimated H-index: 15
,
Ragıp Çavuş1
Estimated H-index: 1
The aim of this study is to determine what trends Turkish biology education studies indicate. To achieve this aim, the researchers examined online databases of the Higher Education Council and open access archieves of graduate thesis in web sites of Turkish universities. Finally, totally 138 graduate theses were elicited to analyze in regard to following matrix: year, research interest, research methodology and sample. The results show that descriptive study for research interest and survey for ...
Ref 6Cited 5
Download PDF
This research aimed to identify a set of Pedagogical Content Knowledge (PCK) components which were developed through quantum physics instructions based on multiple representation approach. Participants involved in this research were 37 pre-service physics teachers who were enrolled in a quantum Physics course. During the course, pre-service physics teachers were trained to develop their PCK in every learning sequence indirectly. Data were collected via recordings of observation, quantum physics ...
Ref 20 Source
Mei Hung Chiu11
Estimated H-index: 11
(National Taiwan Normal University),
Hak Ping Tam4
Estimated H-index: 4
(National Taiwan Normal University),
Miao Hsuan Yen4
Estimated H-index: 4
(National Taiwan Normal University)
This chapter describes a content analysis that served three purposes. First, it investigated science education research trends in Taiwan as represented by publications from 1993 to 2012 in the Chinese Journal of Science Education (CJSE), an official journal of the Chinese Association for Science Education in Taiwan. This was done by breaking down the 20-year interval into four periods. Second, the results were compared with those in international journals. Finally, we analyzed trends in authorsh...
Ref 9Cited 3
Download PDF
Cite this paper
Sibel Erduran23
Estimated H-index: 23
(Boğaziçi University),
Ebru Z. Mugaloglu3
Estimated H-index: 3
(Boğaziçi University)
In this chapter, we review recent trends in the philosophy of chemistry and its applications in chemical education. Chemistry has maintained quite a peripheral existence in the philosophy of science for a long time, thus evading focused attention and critical analysis. However, since the 1990s an increasing number of books, journals, conferences and associations focused on philosophy of chemistry highlighting the contributions of chemistry to philosophy of science (Bhushan and Rosenfeld, Of mind...
Ref 126
Download PDF
Cite this paper
Dragan Gasevic35
Estimated H-index: 35
(Athabasca University),
Vitomir Kovanović15
Estimated H-index: 15
(Simon Fraser University),
Srećko Joksimović16
Estimated H-index: 16
(Simon Fraser University)
... more
This paper reports on the results of an analysis of the research proposals submitted to the MOOC Research Initiative (MRI) funded by the Gates Foundation and administered by Athabasca University. The goal of MRI was to mobilize researchers to engage into critical interrogation of MOOCs. The submissions – 266 in Phase 1, out of which 78 was recommended for resubmission in the extended form in Phase 2, and finally, 28 funded – were analyzed by applying conventional and automated content analysis m...
Ref 78Cited 83
Download PDF
Cite this paper
Sibel Erduran23
Estimated H-index: 23
(University of Bristol)
In this paper, I argue that contemporary accounts of nature of science (NoS) are limited in their depiction of 'science' and that new perspectives are needed to broaden their characterisation and appeal for science education. In particular, I refer to the role of interdisciplinary characterisations of science in informing the theory and practice of science teaching and learning. After a brief review on the reconceptualization of NoS from a range of perspectives, namely philosophy of science, soc...
Ref 45Cited 11
Download PDF
Anita Hussénius4
Estimated H-index: 4
(Uppsala University),
Kristina Andersson6
Estimated H-index: 6
(Uppsala University),
Annica Gullberg10
Estimated H-index: 10
... more
A Chinese proverb observes that women ‘hold up half the sky’, yet often in science education we have ignored the knowledge generated by feminist researchers about how females engage and participate in science. Further, science education has often failed to consider the implications from feminist critiques of science on science education. This chapter will provide a feminist perspective on who generates knowledge in science education and what knowledge is acceptable as ‘scientific’ by the field. ...
Ref 26Cited 5
Source
Cite this paper
Béatrice Pudelko5
Estimated H-index: 5
(Télé-université),
Meredith Young15
Estimated H-index: 15
(McGill University),
Philippe Vincent-Lamarre1
Estimated H-index: 1
(Université du Québec à Montréal)
... more
Medical Education 2012: 46: 1215–1225 Context Mapping is a means of representing knowledge in a visual network and is becoming more commonly used as a learning strategy in medical education. The assumption driving the development and use of concept mapping is that it supports and furthers meaningful learning. Objectives The goal of this paper was to examine the effectiveness of concept mapping as a learning strategy in health professions education. Methods The authors conducted a critical analys...
Ref 101Cited 27
Source
Cite this paper