Chemistry education research trends: 2004–2013

The Elementary School Journal Volume 84, Number 4 S1984 by The University of Chicago. All rights reserved. 001 3-5984/84/8404-0004$01.00 Assumptions, even assumptions that seem logical and reasonable, can make it difficult or impossible for people to understand scientific concepts. Everyone makes assumptions about the way the world works, assumptions like "When the sky is cloudy and dark, it will probably rain" or "Bits of wood float in water." People often use those assumptions to explain how things work: "I can see myself in a mirror because light bounces off me to the mirror and off the mirror to my eyes." Such explanations or conceptions are often based on experience and common sense; however, experience and common sense can sometimes

This chapter reviews the current research on conceptual change in science education. The review includes research located in the DoRise system (Database of Research in Science Education) in Taiwan and articles published in selected international science education journals (Journal of Research in Science Teaching, Science Education, International Journal of Science Education, Research in Science Education, and International Journal of Science and Mathematics Education) between 1982 and 2012. Three hundred and eighty-three articles in the international journals (including 26 English papers from researchers in Taiwan) and eighty-six articles from Taiwan were analyzed (60 and 26 articles from Taiwanese and international journals, respectively). There are five major findings. First, most of the research follows the empirical approach, regardless of it being an international or national article. Second, physics was the main discipline examined both in the international and national studies. Third, about two thirds of the studies from outside of Taiwan used epistemological perspective to frame and present their study. A similar percentage of articles investigated the instructional perspective whereas nearly two thirds of the Taiwanese articles investigated the instructional perspective and only 28 % followed the epistemological perspective. Fourth, as for the research method, we found that qualitative data analysis was ranked first among all the methods we investigated whereas Taiwan appeared to integrate both quantitative and qualitative methods. Fifth, as expected, high percentages of published researchers were from English-speaking countries (i.e., the USA, Australia, and the UK). Taiwan was ranked third out of 31 countries with respect to the number of publications in this study from 1982 to 2012 but was the first non-English-speaking country. Recommendations for researchers and educators are provided.

Previous articleNext article No AccessA New Use of Randomization in Experimental Curriculum EvaluationHerbert J. Walberg and Wayne W. WelchHerbert J. Walberg Search for more articles by this author and Wayne W. Welch Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 75, Number 4Winter, 1967 Article DOIhttps://doi.org/10.1086/442821 Views: 3Total views on this site Citations: 26Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). 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Walberg, Andrew Ahlgren Predictors of the Social Environment of Learning, American Educational Research Journal 7, no.22 (Jun 2016): 153–167.https://doi.org/10.3102/00028312007002153Herbert J. Walberg Predicting Class Learning An Approach to the Class as a Social System, American Educational Research Journal 6, no.44 (Jun 2016): 529–542.https://doi.org/10.3102/00028312006004529Herbert J. Walberg Class Size and the Social Environment of Learning, Human Relations 22, no.55 (Oct 1969): 465–475.https://doi.org/10.1177/001872676902200507Wayne W. Welch 4: Curriculum Evaluation, Review of Educational Research 39, no.44 (Jun 2016): 429–443.https://doi.org/10.3102/00346543039004429Herbert J. Walberg, Wayne W. Welch, Arthur I. Rothman Teacher heterosexuality and student learning, Psychology in the Schools 6, no.33 (Jul 1969): 258–266.https://doi.org/10.1002/1520-6807(196907)6:3<258::AID-PITS2310060307>3.0.CO;2-KRobert L. Baker 4: Curriculum Evaluation, Review of Educational Research 39, no.33 (Jun 2016): 339–358.https://doi.org/10.3102/00346543039003339Gary J. Anderson, Herbert J. Walberg, Wayne W. Welch Curriculum Effects on the Social Climate of Learning: A New Representation of Discriminant Functions, American Educational Research Journal 6, no.33 (Jun 2016): 315–328.https://doi.org/10.3102/00028312006003315Wayne W. Welch Correlates of courses satisfaction in high school physics, Journal of Research in Science Teaching 6, no.11 (Mar 1969): 54–58.https://doi.org/10.1002/tea.3660060112Wayne W. Welch, Herbert J. Walberg, Andrew Ahlgren The Selection of a National Random Sample of Teachers for Experimental Curriculum Evaluation, School Science and Mathematics 69, no.33 (Mar 2010): 210–216.https://doi.org/10.1111/j.1949-8594.1969.tb08443.xHERBERT J. WALBERG, GARY J. ANDERSON The Achievement-Creativity Dimension and Classroom Climate*, The Journal of Creative Behavior 2, no.44 (Dec 2011): 281–291.https://doi.org/10.1002/j.2162-6057.1968.tb00118.xWayne W. Welch, Robert G. Bridgham Physics Achievement Gains as a Function of Teaching Duration*, School Science and Mathematics 68, no.55 (Mar 2010): 449–454.https://doi.org/10.1111/j.1949-8594.1968.tb15413.x

Children's Mathematics Learning: The Struggle to Link Form and Understanding

I shall attempt to demonstrate here that the general categories of hermeneutics can be applied just as well to the natural sciences as to the humanities, and I shall explore the implications of this demonstration for both types of disciplines. In doing so, it will be necessary for me to raise some unfashionable issues about the objectivity and rationality of critical interpretations, and, as a result, I may appear to be cast in the role of advocatus diaboli. The value of lowering the critical barriers that have been set up between the human and natural sciences, however, will outweigh any incidental paradoxes that may crop up en route.

Previous articleNext article No AccessReportsFact, Fancy, and Myth on Human EvolutionAlan J. Almquist, and John E. CroninAlan J. Almquist Search for more articles by this author , and John E. Cronin Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Current Anthropology Volume 29, Number 3Jun., 1988 Sponsored by the Wenner-Gren Foundation for Anthropological Research Article DOIhttps://doi.org/10.1086/203672 Views: 10Total views on this site Citations: 22Citations are reported from Crossref Copyright 1988 The Wenner-Gren Foundation for Anthropological ResearchPDF download Crossref reports the following articles citing this article:Caitlin Drummond, Baruch Fischhoff Predictors of public attitudes toward controversial science 1979–1990, Journal of Risk Research 23, no.1010 (Aug 2019): 1318–1335.https://doi.org/10.1080/13669877.2019.1646313Emily Foster-Hanson, Marjorie Rhodes How origin stories shape children’s social reasoning, Cognitive Development 56 (Oct 2020): 100962.https://doi.org/10.1016/j.cogdev.2020.100962David M. 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Journal of Research in Science TeachingVolume 30, Issue 2 p. 215-217 Comments and CriticsmFree Access Processing capacity then, relevance now: In response to Pulos Wolff-Michael Roth, Wolff-Michael RothSearch for more papers by this author Wolff-Michael Roth, Wolff-Michael RothSearch for more papers by this author First published: February 1993 https://doi.org/10.1002/tea.3660300209AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat References Case, R. (1985). Intellectual development: Birth to adulthood. Orlando: Academic Press. Case, R., & Globerson, T. (1974). Field dependence and central computing space. Child Development, 45, 772– 778. Collis, K. F., & Romberg, T. A. (1979). The assessment of children's M-space (Tech. Rep. No. 1). Madison: University of Wisconsin Graduate School, Research and Development Center. Daneman, M. (1982). The measuring of reading comprehension: How not to trade construct validity for predictive power. Intelligence 6, 331– 345. Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450– 466. Glanzer, M., Dorfman, D., & Kaplan, B. (1981). Short-term storage in the processing of text. Journal of Verbal Learning and Verbal Behavior, 20, 656– 670. Lawson, A. E. (1983). Predicting science achievement: The role of developmental level, disembedding ability, mental capacity, prior knowledge, and beliefs. Journal of Research in Science Teaching, 20(2), 117– 129. Mitchell, A., & Lawson, A. E. (1988). Predicting genetics achievement in nonmajor college biology. Journal of Research in Science Teaching, 25(1), 23– 37. Niaz, M. (1988). Manipulation of M-demand of chemistry problems and its effect on student performance: A neo-Piagetian study. Journal of Research in Science Teaching, 25(8), 643– 657. Pascual-Leone, J. (1970). A mathematical model for the transition rule in Piaget's developmental stages. Acta Psychologica, 32, 301– 345. Pedhazur, E. J. (1982). Multiple regression in behavioral research: Explanation and prediction ( 2nd ed.). New York: CBS College Publishing. Roth, W.-M. (1990). Neo-Piagetian predictors of achievement in physical science. Journal of Research in Science Teaching, 27 (6), 509– 521. Roth, W.-M. (1992). Comments to the “Methodological limitations for the use of expert systems techniques in science education.” Journal of Research in Science Teaching, 29 (6), 629– 632. Roth, W.-M., & Milkent, M. M. (1991). Factors in the development of proportional reasoning strategies in concrete operational college students. Journal of Research in Science Teaching, 28(6), 553– 566. Volume30, Issue2February 1993Pages 215-217 ReferencesRelatedInformation

Background Intercoder reliability is a statistic commonly reported by researchers to demonstrate the rigour of coding procedures during data analysis. Its importance is debatable in the analysis of qualitative interview data. It raises a question on whether researchers should identify the same codes and themes in a transcript or they should produce different accounts in analyzing the transcript. Purpose This study reports how articles in four science education journals, International Journal of Science Education, Research in Science Education, Journal of Research in Science Teaching and Science Education report intercoder reliability in their analysis of interview data. Methods This article explores whether 103 papers published in these science education journals in a single year (2019) have reported intercoder reliability test when the authors analyse their interview data. It was found that 19 papers have reported the test results. Findings The authors of these studies have different interpretation towards a similar value of intercoder reliability. Moreover, the percentage of data used in the intercoder reliability test and the identity of intercoder vary across the studies. As a result, this paper aims to raise an issue on whether a replicability of coding can show the reliability of the results when researchers analyze interview data. Conclusion We propose two major principles when authors report the reliability of the analysis of interview data: transparency and explanatory. We also argue that only when the authors report intercoder reliability test results that are based on these two principles, the reliability statistics of studies are convincing to readers. Some suggestions are offered to authors regarding how to carry out, analyze and report the intercoder reliability test.

In discussing some of the contemporary challenges for science education, science education research and science education journals, Gilbert (1994) outlined some strategies for a way forward. Included among them was the commissioning of a series of journal articles addressing a common theme. I am delighted to have been given the opportunity to coordinate such an initiative on the topic of practical work/laboratory work in school science.

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.

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The COVID‐19 global pandemic was a socio‐scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID‐19 pandemic in order to follow up on possible impacts and other crises in the future. The study involved a narrative systematic literature review of 898 articles published in three selected journals from 2018 to 2021. The analysis was divided into two stages. First, to compare research trends between 2018 and 2019 as the baseline with research trends for 2020–2021 during COVID‐19. Second, to systematically analyse the content of articles published between 2020 and 2021 to explore the contribution of science education amidst COVID‐19 descriptively. The results show that the empirical type of research during the COVID‐19 pandemic has increased compared to the baseline. Research topics on learning contexts dominate the baseline and amidst the pandemic, but ‘teaching’ topics are current and future trends in science education research. The three selected journals contributed many publications related to understanding and resolving the crisis during the COVID‐19 pandemic directly and indirectly. In addition, science education amidst COVID‐19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst the COVID‐19 pandemic is contributed by technological and pedagogical knowledge, content and context knowledge, futurising education, and student mobility programmes in science education. Furthermore, indirect evidence is contributed by science education publications published in the three selected journals between 2020 and 2021. Most publications are carried out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/space science. Furthermore, the details of research trends and contributions of science education amidst the COVID‐19 pandemic are discussed.

Students' Interest In Learning Science.- Interest in Science: Lessons and non-lessons from TIMSS and PISA.- Research-based Innovative Units for Enhancing Student Cognitive Outcomes and Interest in Science.- Girls and Physics: Dilemmas and Tensions.- Science Education Research: New Approaches and Links to Practice.- Contested Territory: The Actual and Potential Impact of Research on Teaching and Learning Science on Students' Learning.- Studying Science Teaching Practices in Relation to Learning: Time Scales of Teaching Phenomena.- The Potential of Video Studies in Research on Teaching and Learning Science.- Science Teachers' Knowledge, Practice and Education.- Pedagogical Content Knowledge: What Does it Mean to Science Teachers?.- Science Teachers' PCK and Teaching Practice: Learning to Scaffold Students' Open-inquiry Learning.- in Context - A program for Improving Instruction in Germany.- The Relationship of Capability Beliefs and Teaching Environments of New Danish Elementary Teachers of Science to Teaching Success.- A Beginners' Module of Integrated Natural Science for Secondary Teacher Students: The result of an Educational Reconstruction Process over Three Iterations.- Learning and Understanding Science.- Learning Process Studies.- Meaning Construction and Contextualization While Solving a Dynamics Task in the Laboratory.- Development of a Model of Formative Assessment.- Memorisation of Information from Scientific Movies.- Teaching and Learning Scientific Concepts.- Micro-organisms: Everyday Knowledge Predates and Contrasts with School Knowledge.- Using the Processes of Electrical Charge of Bodies as a Tool in the Assessment of University Students' Learning in Electricity.- Representation and Learning about Evaporation.- Learning from the History and Philosophy of Science: Deficiencies in Teaching the Macroscopic Concepts of Substance and Chemical Change.- Innovative Teaching-Learning Environments in Science Education.- Non-Formal Science Teaching and Learning.- Adults' Understanding of Analogy-based Exhibits in an Interactive Science Museum.- The Puppets Project: Using Puppets to Promote Engagement and Talk in Science.- Inquiring the Inquiry Laboratory in High School.- Developing Students' Views on the Nature of Science through Non-traditional Writing-to-Learn Experiences in the Science Classroom.- Models and Modelling in Science Education.- Towards a Validated Conception of Scientific Models.- The Development of Elementary Students' Understanding of Complex Ecosystems Through a Model-Based Approach.- Effects of Model-Based Teaching on the Durability of Pre-Service Teachers' Conceptions of Lunar Events.- Learning and Teaching about Ecosystems Based on Systems Thinking and Modelling in an Authentic Practice.- Discourse and Argumentation in Science Education.- Argumentation and the Learning of Science.- Students' Argumentation in Group Discussions on a Socio-Scientific Issue.- Exemplary Teaching of Argumentation: A Case Study of Two Science Teachers.- What Can We Learn from a Study of Argumentation in the Answers and Group Discussion to Open Problems?.- Teaching and Learning Science Using Multimedia and Computer Tools.- Evaluating Students' Multimedia Science Design Projects in the Elementary Classroom.- Technology-Enhanced Collaborative Inquiry Learning: Four Approaches under Common Aspects.- Visualizing the Quantum Atom.- Evaluation of the Hypermedia Learning Environment Physics for Medical Students Within two Different Settings.- The Role of Language in Learning with Computer-based Multimedia.

Scientists are becoming increasingly aware of the need to approach their teaching with the same expectations for evidence that they use in their science. They are coming to recognize that, just as in science research, research on undergraduate science education has a literature as well as standards for practice. I (M.L.L.) am a recent convert to this way of thinking. I taught for 30 years using mostly a lecture style and believed myself quite revolutionary when I used projected images to make cell biological points in class. I now teach using the results of discipline-based education research (DBER) and do my best to use instructional strategies that are demonstrated to improve student learning.

Journal of Research in Science TeachingVolume 35, Issue 1 p. 1-2 EditorialFree Access Editor's note: Enduring scholarship and dialogue William C. Kyle Jr., Corresponding Author William C. Kyle Jr. School of Education, University of Missouri–St. Louis, 8001 Natural Bridge Road, St. Louis, Missouri 63121-4499School of Education, University of Missouri–St. Louis, 8001 Natural Bridge Road, St. Louis, Missouri 63121-4499Search for more papers by this authorJonathan Osborne, Jonathan Osborne Learning in Science Research Group, Centre for Studies in Science and Mathematics Education, The University of Leeds, Leeds LS2 9JT, UKSearch for more papers by this authorJohn Leach, John Leach Learning in Science Research Group, Centre for Studies in Science and Mathematics Education, The University of Leeds, Leeds LS2 9JT, UKSearch for more papers by this authorPhil Scott, Phil Scott Learning in Science Research Group, Centre for Studies in Science and Mathematics Education, The University of Leeds, Leeds LS2 9JT, UKSearch for more papers by this authorStephen P. Norris, Stephen P. Norris Faculty of Education, Memorial University of Newfoundland, St. John's, Newfoundland, Canada A1B 3X8Search for more papers by this author William C. Kyle Jr., Corresponding Author William C. Kyle Jr. School of Education, University of Missouri–St. Louis, 8001 Natural Bridge Road, St. Louis, Missouri 63121-4499School of Education, University of Missouri–St. Louis, 8001 Natural Bridge Road, St. Louis, Missouri 63121-4499Search for more papers by this authorJonathan Osborne, Jonathan Osborne Learning in Science Research Group, Centre for Studies in Science and Mathematics Education, The University of Leeds, Leeds LS2 9JT, UKSearch for more papers by this authorJohn Leach, John Leach Learning in Science Research Group, Centre for Studies in Science and Mathematics Education, The University of Leeds, Leeds LS2 9JT, UKSearch for more papers by this authorPhil Scott, Phil Scott Learning in Science Research Group, Centre for Studies in Science and Mathematics Education, The University of Leeds, Leeds LS2 9JT, UKSearch for more papers by this authorStephen P. Norris, Stephen P. Norris Faculty of Education, Memorial University of Newfoundland, St. John's, Newfoundland, Canada A1B 3X8Search for more papers by this author First published: 07 December 1998 https://doi.org/10.1002/(SICI)1098-2736(199801)35:1<1::AID-TEA1>3.0.CO;2-XAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. References Driver, R. (1997). The application of science education theories: A reply to Stephen P. Norris and Tone Kvernbekk. Journal of Research in Science Teaching, 34, 1007– 1018. Driver, R., & Easley, J. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61– 84. Norris, S. P., & Kvernbekk, T. (1997). The application of science education theories. Journal of Re-search in Science Teaching, 34, 977– 1005. Volume35, Issue1January 1998Pages 1-2 ReferencesRelatedInformation