Research and trends in science education from 1998 to 2002: a content analysis of publication in selected journals

Tsai, Chin‐Chung; Wen, Meichun Lydia

doi:10.1080/0950069042000243727

Cited by 267 publications

(254 citation statements)

References 15 publications

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“…Tsai and co-workers [8] earlier coded some papers as Empirical and such papers form the highest proportion of publications whose abstracts allowed identification of research method between 2005 and 2014 (56%). However, Position papers gained proportional share (rising from 7% to 13%) as the total number of papers published grew during the second part of the decade, while papers identified as Empirical formed a lesser proportion (dropping from 84% to 37% across the ten period).…”

Section: Methodsmentioning

confidence: 99%

Types, Topics and Trends: A Ten-Year Review of Research Journals in Science Education

O’Toole¹,

Freestone²,

McKoy³

et al. 2018

Education Sciences

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Such broad reviews provide a useful spur to expert reflection while also mapping the field for novices attempting to enter it. A discussion of the themes of this Special Issue: Interactive Simulations and Innovative Pedagogy for Conceptual Understanding in Science Education provides one example of such use. The paper closes with a comparison with existing reviews and suggestions for further work. This research literature has claims to wider relevance because of its location on the boundary between Science and the Humanities.

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Section: Methodsmentioning

confidence: 99%

Types, Topics and Trends: A Ten-Year Review of Research Journals in Science Education

O’Toole¹,

Freestone²,

McKoy³

et al. 2018

Education Sciences

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“…Esta multiplicidad de enfoques se refleja en las investigaciones llevadas a cabo con libros de texto en el ámbito de la didác-tica de las ciencias experimentales. Por ello resulta difícil asociar estos trabajos con alguna de las líneas de investigación del área (Gil Pérez, 1994b;Tsai y Wen, 2005). Por la misma razón, se observa una dispersión de los artículos enfocados en los libros de texto, lo cual impide visualizar su estado del arte.…”

Section: Introductionunclassified

Los libros de texto de ciencias como objeto de investigación: una revisión bibliográfica

Occelli

Valeiras

2013

ensciencias

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Los libros de texto han sido objeto de investigaciones desde diversas perspectivas, produciendo una gran dispersión de conocimiento sobre las características de estos materiales y de su impacto en la enseñanza de las ciencias. Por ello, se observa la necesidad de sistematizar los principales aportes que registran estos trabajos para lo cual se investigaron 13 revistas científicas específicas y se seleccionaron los artículos vinculados a los libros de texto en función de las palabras claves, el título y el resumen. Se analizaron los objetivos, el marco teórico y metodológico, los resultados y las conclusiones. Se realizó una caracterización general mostrando las dificultades más frecuentes y los desafíos que representan para la enseñanza de las ciencias. Una síntesis de esta naturaleza puede brindar información para la producción de los libros de texto y pone en evidencia aspectos que requieren de nuevas investigaciones.

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“…One of the most established research programs in science education is the study of students' conceptions and conceptual change (Chang, Chang, & Tseng, 2010;Tsai & Wen, 2005). Forty years of research into students' thinking has led to significant theoretical and practical advances; for example, explicating students difficulties as "alternative conceptions" has underpinned development of tools for identifying conceptions and determining learning outcomes of newly designed instructional approaches (Bektasli, 2013;Francek, 2013;Yalcin, Altun, Turgut, & Aggul, 2009).…”

Section: Introductionmentioning

confidence: 99%

Recovering Knowledge for Science Education Research: Exploring the “Icarus Effect” in Student Work

Georgiou

Maton

Sharma

2014

Canadian Journal of Science, Mathematics and Technology Educati

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Science education research has built a strong body of work on students' understandings but largely overlooked the nature of science knowledge itself. Legitimation Code Theory (LCT), a rapidly growing approach to education, offers a way of analyzing the organizing principles of knowledge practices and their effects on science education. This article focuses on one specific concept from LCT-semantic gravity-that conceptualizes differences in context dependence. The article uses this concept to qualitatively analyze tertiary student responses to a thermal physics question. One result, that legitimate answers must reside within a specific range of context dependence, illustrates how a focus on the organizing principles of knowledge offers a way forward for science education. Abstract: Science education research has built a strong body of work on students' understandings but largely overlooked the nature of science knowledge itself. Legitimation Code Theory (LCT), a rapidly growing approach to education, offers a way of analyzing the organizing principles of knowledge practices and their effects on science education. This article focuses on one specific concept from LCT-semantic gravity-that conceptualizes differences in context dependence. The article uses this concept to qualitatively analyze tertiary student responses to a thermal physics question. One result, that legitimate answers must reside within a specific range of context dependence, illustrates how a focus on the organizing principles of knowledge offers a way forward for science education.Résumé: La recherche en enseignement des sciences a produit de nombreusesétudes sur la compréhension desétudiants, mais a souvent ignoré la nature du savoir scientifique lui-même. La théorie de la légitimation du code (TLC), une approche de plus en plus importante en enseignement, propose une façon d'analyser les principes structurels des pratiques du savoir et leurs effets sur l'enseignement des sciences. Cet article est centré sur un concept en particulier tiré de la TLC-la gravité sémantique-qui conceptualise les différences commeétant dépendantes du contexte. L'article se sert de ce concept pour faire une analyse qualitative des réponses tertiaires desétudiantsà une question de physique thermique. L'un des résultats, selon lequel les réponses légitimes doivent se situer dans un certain rayon de dépendance contextuelle, illustre comment le fait de mettre l'accent sur les principes structurels du savoir ouvre une avenue prometteuse pour l'enseignement des sciences.

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Research and trends in science education from 1998 to 2002: a content analysis of publication in selected journals

Cited by 267 publications

References 15 publications

Types, Topics and Trends: A Ten-Year Review of Research Journals in Science Education

Types, Topics and Trends: A Ten-Year Review of Research Journals in Science Education

Los libros de texto de ciencias como objeto de investigación: una revisión bibliográfica

Recovering Knowledge for Science Education Research: Exploring the “Icarus Effect” in Student Work

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