Trends of Science Education Research: An Automatic Content Analysis

Chang, Yueh Hsia; Chang, Chun Yen; Tseng, Yuen-Hsien

doi:10.1007/s10956-009-9202-2

Cited by 166 publications

(165 citation statements)

References 45 publications

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“…Use of abstracts is characteristic of surveys aspiring to be large-scale [2] and a feature of other content analyses [3,[14][15][16]. This survey restricts itself to publication in general research journals in the science education field, leaving aside the interesting interaction between their contents and that of teacher journals; and neglecting otherwise valuable, more focused journals such as Science and Education or the Australasian Journal of Educational Technology.…”

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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show abstract

“…Though focused on student conceptions, models such as the resources framework can be extended to explore the nature of the knowledges that students encounter. Similarly, studies of individual concepts abound, typically focusing on the development and change of students' understandings and involving, for example, identification of misconceptions (Chang et al, 2010;diSessa, 2006). Concepts have been the unit of interest because of their value in offering students a means for navigating disciplines (diSessa, 1993;Halloun & Hestenes, 1985;Hammer, 1994;Minstrell, 2001;Sabella & Redish, 2007).…”

Section: Theoretical Background Seeing Knowledge In Science Educationmentioning

confidence: 99%

“…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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“…La théorie et la méthode des CC élaborées par Novak [2] sous-tendent la grande majorité des usages des représentations du type « réseau » dans les domaines scientifiques, du primaire au postsecondaire [3] . C'est aussi le cas des sciences de la santé, où la CC est utilisée principalement au niveau du cursus préclinique, surtout en médecine et en sciences infirmières [4,5] .…”

Section: Problématiqueunclassified

Optimiser l’usage des cartes conceptuelles dans l’apprentissage par problèmes (APP) dans le cursus préclinique : le point de vue des enseignants

2016

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Trends of Science Education Research: An Automatic Content Analysis

Cited by 166 publications

References 45 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

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

Optimiser l’usage des cartes conceptuelles dans l’apprentissage par problèmes (APP) dans le cursus préclinique : le point de vue des enseignants

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