Transversal traits in science education research relevant for teaching and research: A meta‐interpretative study

This study is a meta‐interpretative analysis that focuses on research conducted and published by other researchers. Concepts central to this study include global practical relevance, curriculum design, and formative situation. We analyzed 35 studies selected from 374 published studies in the years 2000 and 2001 in three journals referenced in the International Scientific Index. Using a replicable methodology developed specifically for this research, we found evidence of s clusters of variables that suggest the existence of transversal traits in the 35 science education research studies. These results form a reference framework of theoretical and practical knowledge relevant for research and practice pertaining to teaching and learning science. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 574–599, 2008     

Factors involved with qualitative syntheses: A new focus for research in science education

This article describes the nature of qualitative syntheses and reports such efforts as a new focus for research in science education. It uses Project Synthesis as conceived by Norris Harms as an example of a Qualitative Synthesis. It identifies four features for such research efforts: (1) They involve research teams structured to provide a variety of perspectives and viewpoints. (2) They involve a wide variety of data sources, including massive sets of data from a variety of sources and perspectives. Much of these data are qualitative and often gathered initially for a variety of purposes. (3) They include at least one conceptual scheme for accomplishing a synthesis. Most include a set of goals as one organizer and a set of critical incidents as another. Studies involving more than two such dimensions provide even more meaningful and useful synthesis. (4) They conclude with an analysis of meaning, a formulation of an overarching scheme, and a new model to be used for further thinking, research, and analysis. Such synthesis efforts also end with a set of recommendations for action and/or hypotheses to be tested.     

A research model for the study of science teachers’ PCK and improving teacher education

In this article, a new research model for the study of pedagogical content knowledge (PCK) is presented which aims to improve teacher education. This model called “educational reconstruction for teacher education” (ERTE) represents the framework for an integrative approach to the study of science teachers’ topic specific PCK, which is a largely unexplored field. By integrating the PCK concept, originating in the American Curriculum tradition, into the German (Fach)didaktik tradition, this model adds a new perspective to (Fach)didaktik. This paper, therefore, also aims to clarify the PCK concept and its relation to Fachdidaktik.     

科学教育的社会需要研究

本文用报刊检索法调查社会对科学教育的需要 ,两份调查的结果一致表明 ,创新精神和创新能力培养是现今社会对科学教育的最主要需要。     

The historicality of cognition: Implications for science education research

This article discusses the growing consensus across diverse educational research domains that the historical aspects of cognition are important for understanding not only how individuals but also disciplines know what they know. After proposing and defining the new superordinate concept of historicality, fundamental interrelationships between time, events, memory, meaning, personal knowledge, public knowledge, and the histories of the sciences are explored. Relevant research findings that demonstrate the confluence of scholarly thought concerning historicality across five educationally important domains are presented for the reader's consideration. Using the historicality concept, it is suggested that the histories of the sciences be considered as “the collective mind of scientists” and viewed as vital to developing students' knowledge about science by building upon the critical distinctions drawn by Duschl (1990). The author's science teaching technique, based upon construction of historical vignettes, is introduced here because of the relationship between history and story and the documented educational effectiveness of the story format. Finally, the author adds several cautionary notes about the validity of explanations based upon historicality and anticipates future advances in our understanding of the historicality of cognition.