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Journal articles on the topic 'Science education research'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

Kurdziel, Josepha P., and Julie C. Libarkin. "Research Methodologies in Science Education: Human Subjects and Education Researchs." Journal of Geoscience Education 52, no. 2 (2004): 199–203. http://dx.doi.org/10.1080/10899995.2004.12028057.

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2

Adey, Philip. "Science education research and cognitive science." Research in Science Education 25, no. 1 (1995): 101–13. http://dx.doi.org/10.1007/bf02356463.

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3

Abramova, Mariya. "Science + Education = ( ≠ ) Education + Science." Institutionalization of science and the scientific community 1, no. 2020.1.1 (2020): 83–93. http://dx.doi.org/10.47850/rl.2020.1.1.83-93.

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Based on a comparative analysis of the Prussian and Anglo-Saxon models, as well as the implementation of the concepts of didactic encyclopedism and utilitarianism in the education system, the author demonstrates the changes taking place in social institutions – education and science. It is shown that in countries that have long developed under the influence of the public administration system that implemented the model of compulsory education for all, science as a sphere of strategic development of the country determined the content and level of training of graduates. The attempt to include research institutions in universities in the context of the formation of a new Russian system of administration in the field of science and education, as a stage of transition to the implementation of the Anglo-Saxon model, not only violates the logic of the established system of training, but also is a way to substitute real research activity for compliance with the formal criteria of international ratings.

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4

Brock, Richard. "Association for Science Education guide to research in science education." Teacher Development 16, no. 4 (2012): 567–69. http://dx.doi.org/10.1080/13664530.2012.740842.

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5

Libarkin, Julie C., and Josepha P. Kurdziel. "Research Methodologies in Science Education." Journal of Geoscience Education 49, no. 3 (2001): 300–304. http://dx.doi.org/10.5408/1089-9995-49.3.300.

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6

Mishra., Bhawana. "RESEARCH TRENDS IN SCIENCE EDUCATION." International Journal of Advanced Research 5, no. 6 (2017): 296–300. http://dx.doi.org/10.21474/ijar01/4412.

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7

Aikenhead, Glen. "Research Into STS Science Education." Educación Química 16, no. 3 (2018): 384. http://dx.doi.org/10.22201/fq.18708404e.2005.3.66101.

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<span>STS science curriculum content includes both the internal workings of the scientific enterprise and the scientific enterprises external interaction with technology and society. The educational goal is to prepare future citizens who understand the human and social dimensions of scientific practice and its consequences. This article synthesizes the published research into STS science education in terms of policy making (curriculum development), student learning, and teacher orientations toward such a curriculum. The article encompasses both educationally sound and politically realistic results that are found in the literature. This synthesis is restricted to research with students aged 12 to 18, and it excludes literature that simply advocates a position without basing its conclusions on research evidence.</span>

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8

Harle, Wynne. "Research in primary science education." Journal of Biological Education 35, no. 2 (2001): 61–65. http://dx.doi.org/10.1080/00219266.2000.9655743.

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9

MacKinnon, P. J., D. Hine, and R. T. Barnard. "Interdisciplinary science research and education." Higher Education Research & Development 32, no. 3 (2013): 407–19. http://dx.doi.org/10.1080/07294360.2012.686482.

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10

Martinand, J. L., and A. Giordan. "French Research in Science Education." Studies in Science Education 16, no. 1 (1989): 209–17. http://dx.doi.org/10.1080/03057268908559966.

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11

Joy, Mike, Jane Sinclair, Shanghua Sun, Jirarat Sitthiworachart, and Javier López-González. "Categorising computer science education research." Education and Information Technologies 14, no. 2 (2008): 105–26. http://dx.doi.org/10.1007/s10639-008-9078-4.

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12

Baram-Tsabari, Ayelet, and Jonathan Osborne. "Bridging science education and science communication research." Journal of Research in Science Teaching 52, no. 2 (2015): 135–44. http://dx.doi.org/10.1002/tea.21202.

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13

Mammadov, Vugar, Keri Munir, and Lala Jafarova. "Medical science, research and higher education in Azerbaijan from bioethical developments perspective." Medicne pravo 2016, no. 2 (2016): 18–43. http://dx.doi.org/10.25040/medicallaw2016.02.018.

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14

Cooper, M. M. "Data-Driven Education Research." Science 317, no. 5842 (2007): 1171. http://dx.doi.org/10.1126/science.317.5842.1171.

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15

Pegg, Jerine, Dawn Wiseman, and Carol Brown. "Conversations About Science Education: A Retrospective of Science Education Research inCJSMTE." Canadian Journal of Science, Mathematics and Technology Education 15, no. 4 (2015): 364–86. http://dx.doi.org/10.1080/14926156.2015.1093202.

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16

Szyjka, Sebastian. "UNDERSTANDING RESEARCH PARADIGMS: TRENDS IN SCIENCE EDUCATION RESEARCH." Problems of Education in the 21st Century 43, no. 1 (2012): 110–18. http://dx.doi.org/10.33225/pec/12.43.110.

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This essay offers several insights regarding the principles of qualitative and quantitative methods, defining how they shape the empirical process as well as knowledge acquisition in social science research. A comprehensive discussion includes comparing the assumptions and techniques of each paradigm, as well as a description of their respective strengths and weaknesses in research. These paradigms are examined in terms of past trends in science education research, indicating that over the last several decades a shift in approach from the quantitative to qualitative has occurred. The central thesis of the essay contends that methodological decisions should be based in pragmatism, rather than a pre-existent set of philosophies or beliefs irrespective of context. Implications for research are discussed in terms of the findings of several science education content analysis studies, conveying that research methods often coincide with the collective interest of the masses, policy, educational reform or program developments. Key words: paradigm decisions, qualitative research, quantitative research, science education, trends.

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17

Atwater, Mary M. "Teacher education and multicultural education: Implications for science education research." Journal of Science Teacher Education 7, no. 1 (1996): 1–21. http://dx.doi.org/10.1007/bf00118343.

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18

Moon, Jeremy, and Wykham Schokman. "Political Science Research Internships and Political Science Education." Politics 20, no. 3 (2000): 169–75. http://dx.doi.org/10.1111/1467-9256.00127.

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19

Baram-Tsabari, Ayelet, and Jonathan Osborne. "Editorial bridging science education and science communication research." Journal of Research in Science Teaching 52, no. 10 (2015): 1451. http://dx.doi.org/10.1002/tea.21294.

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20

Altwijri, Areej Mohammed, and Huda Muttar Ali AlHothali. "Postcorona Pandemic Educational Science Research in Saudi Universities." Education Research International 2022 (July 31, 2022): 1–13. http://dx.doi.org/10.1155/2022/6813130.

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The present study attempted to determine the actuality of scientific research in educational sciences from the perspective of Saudi faculty after the coronavirus disease 2019 pandemic (COVID-19). The study also revealed the obstacles facing academic science research postpandemic. The study predicted the future of educational science research in Saudi universities postpandemic. The study employed a descriptive survey method on 255 educational science faculty members. The study’s most important outcome is that scientific research is a precondition for professor promotions. Universities (the focus of the study) have a scientific research system and faculty with research skills. The biggest problem for scientific research in educational sciences in Saudi universities during the pandemic was that faculty members were too busy with teaching and administrative tasks to focus on research. Both experts predicted the future of educational sciences research at Saudi universities postpandemic. The researchers recommend that universities offer the infrastructure to facilitate scientific research, minimize teaching loads and administrative work, and increase the relationship between “Research Centers” and “Deanships of Scientific Research.”

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21

O'Hara, Kevin L., and Hal Salwasser. "Forest Science Education in Research Universities." Journal of Forestry 113, no. 6 (2015): 581–84. http://dx.doi.org/10.5849/jof.15-018.

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22

BIEHLER, ROLF, RICHARD DE VEAUX, JOACHIM ENGEL, SIBEL KAZAK, and DANIEL FRISCHEMEIER. "EDITORIAL: RESEARCH ON DATA SCIENCE EDUCATION." STATISTICS EDUCATION RESEARCH JOURNAL 21, no. 2 (2022): 1. http://dx.doi.org/10.52041/serj.v21i2.606.

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A very warm welcome to this Special Issue of the Statistics Education Research Journal (SERJ) on data science education. Our hope is to give an overview of selected theoretical thoughts and empirical studies on data science education from a statistics education research perspective. Data science education is rapidly developing but research into data science education is still in its infancy. The current issue presents a snapshot of this developing field.

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23

Almstrum, Vicki L., Debra Burton, and Cheng-Chih Wu. "Research methods in computer science education." ACM SIGCSE Bulletin 25, no. 1 (1993): 306. http://dx.doi.org/10.1145/169073.170091.

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24

Odom, Samuel L., Laura J. Hall, and Jessica R. Steinbrenner. "Implementation Science Research and Special Education." Exceptional Children 86, no. 2 (2019): 117–19. http://dx.doi.org/10.1177/0014402919889888.

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25

Blosser, Patricia E. "What Research Says: Improving Science Education." School Science and Mathematics 86, no. 7 (1986): 597–612. http://dx.doi.org/10.1111/j.1949-8594.1986.tb11661.x.

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26

Almstrum, Vicki L., Orit Hazzan, Mark Guzdial, and Marian Petre. "Challenges to computer science education research." ACM SIGCSE Bulletin 37, no. 1 (2005): 191–92. http://dx.doi.org/10.1145/1047124.1047415.

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27

McGaghie, W. C. "Medical Education Research As Translational Science." Science Translational Medicine 2, no. 19 (2010): 19cm8. http://dx.doi.org/10.1126/scitranslmed.3000679.

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28

Hazzan, Orit, Yael Dubinsky, Larisa Eidelman, Victoria Sakhnini, and Mariana Teif. "Qualitative research in computer science education." ACM SIGCSE Bulletin 38, no. 1 (2006): 408–12. http://dx.doi.org/10.1145/1124706.1121469.

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29

White, Richard. "Trends in research in science education." Research in Science Education 27, no. 2 (1997): 215–21. http://dx.doi.org/10.1007/bf02461317.

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30

Corbyn, Zoë. "Science education: Research on the reservation." Nature 471, no. 7336 (2011): 25–26. http://dx.doi.org/10.1038/471025a.

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31

Tamir, Pinchas. "Research in Science Education in Israel." Studies in Science Education 16, no. 1 (1989): 229–38. http://dx.doi.org/10.1080/03057268908559968.

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32

Stokes, Alison, Helen King, and Julie C. Libarkin. "Research in Science Education: Threshold Concepts." Journal of Geoscience Education 55, no. 5 (2007): 434–38. http://dx.doi.org/10.1080/10899995.2007.12028059.

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33

Klopfer, L. E. "Two views of science education research." Science Education 69, no. 3 (1985): 273. http://dx.doi.org/10.1002/sce.3730690302.

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34

Varma, R. K. "On science education and scientific research." Resonance 3, no. 8 (1998): 8–13. http://dx.doi.org/10.1007/bf02837341.

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35

Forgionne, Guisseppi A. "Streamlining information science research and education." Information & Management 23, no. 3 (1992): 141–47. http://dx.doi.org/10.1016/0378-7206(92)90038-h.

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36

Atwater, Mary M. "Significant science education research on multicultural science education, equity, and social justice." Journal of Research in Science Teaching 49, no. 1 (2011): O1—O5. http://dx.doi.org/10.1002/tea.20453.

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37

Holden, Constance. "Education Research Reorganization Announced." Science 229, no. 4710 (1985): 252–53. http://dx.doi.org/10.1126/science.229.4710.252.b.

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38

Holden, Constance. "Education Research Reorganization Announced." Science 229, no. 4710 (1985): 252–53. http://dx.doi.org/10.1126/science.229.4710.252-b.

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39

HOLDEN, C. "Education Research Reorganization Announced." Science 229, no. 4710 (1985): 252–53. http://dx.doi.org/10.1126/science.229.4710.252-a.

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40

PALAZ, Tevfik, Bahadır KILCAN, and Osman ÇEPNİ. "Science Mapping Research on Digital Citizenship Research in Education." Participatory Educational Research 9, no. 6 (2022): 248–67. http://dx.doi.org/10.17275/per.22.138.9.6.

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This study aimed to unearth the status of the educational research dimension of the digital citizenship literature through the studies scanned in the education research category in the WoS database and whose author keywords include digital citizenship. For this purpose, 96 studies were examined. The data set was extracted from WoS database. A bibliometric analysis was conducted for a holistic review of the subject area. The data was analyzed using VOSviewer software. First, the distribution of studies on digital citizenship by years and publication types is reported. Within the scope of bibliometric analysis, first, citation analysis was performed. To reveal the most cited articles, authors, journals, institutions, and countries on digital citizenship. Also, by using the citation analysis, the authors, journals, institutions, and countries that have published the most studies on digital citizenship are reported. In the current study, a co-author analysis was also performed and the most collaborating institutions on digital citizenship and the most co-cited authors on digital citizenship were studied. In addition, the most used author keywords in studies on digital citizenship were revealed by using a common word analysis. The results of the current study might constitute a guide for further research on digital citizenship.

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41

Karampelas, Konstantinos. "Trends on Science Education Research Topics in Education Journals." European Journal of Science and Mathematics Education 9, no. 1 (2021): 1–12. http://dx.doi.org/10.30935/scimath/9556.

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42

Dillon, Justin, and William Scott. "Perspectives on environmental education-related research in science education." International Journal of Science Education 24, no. 11 (2002): 1111–17. http://dx.doi.org/10.1080/09500690210137737.

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43

M., E. "Research, Education, and Iron Control." Science 269, no. 5226 (1995): 913. http://dx.doi.org/10.1126/science.269.5226.913.

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44

Petersen, A. "Research, Education, and America's Future." Science 274, no. 5285 (1996): 159–0. http://dx.doi.org/10.1126/science.274.5285.159.

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45

Lopatto, D., C. Alvarez, D. Barnard, et al. "UNDERGRADUATE RESEARCH: Genomics Education Partnership." Science 322, no. 5902 (2008): 684–85. http://dx.doi.org/10.1126/science.1165351.

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46

Sahoo, Jyotshna, Sudam Charan Sahu, and Basudev Mohanty. "Research Productivity and Citation Impact of Indian institutes of Science Education and Research." DESIDOC Journal of Library & Information Technology 41, no. 6 (2021): 455–62. http://dx.doi.org/10.14429/djlit.41.6.17069.

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The paper’s main objective is to investigate the trends of basic science research in India using a combination of qualitative and quantitative approaches. It examines the publication patterns and impact of research productivity of five basic science institutions, i.e., “Indian Institutes of Science Education and Research” (IISER), namely IISER Kolkata, IISER Pune, IISER Mohali, IISER Bhopal, and IISER Thiruvananthapuram. The research output indexed in the SCOPUS bibliographic database of these five established IISERs was obtained from 2015 to 2019. A total number of 7329 research publications were analysed using various scientometric dimensions. This paper makes a concerted effort to present a comprehensive picture of the assessment of research outcomes at the five older IISERs, which are ostensibly India’s most active and prominent basic science research institutions. The findings reveal that these institutions are accountable for important research outcomes, such as a high number of citations, preferences towards open access (OA) publications, a rise in research publication year over year, a strong author network, a high degree of collaboration, and a high impact in terms of other scientometrics indicators. This paper discusses the findings of the research publications on the position of IISERs in basic sciences research and draws some conclusions about their effects.

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47

De Greve, Jean-Pierre. "Astronomy Education: Research Paving the Road to Enthusiasm for Studying Science." Proceedings of the International Astronomical Union 6, S277 (2010): 211–16. http://dx.doi.org/10.1017/s1743921311022794.

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AbstractA brief analysis is given of the need for more trained people in science and technology versus the declined interest in studying sciences. In highlighting some of the aspects of research in astronomy, arguments are presented why astronomy education is by far the most attractive way to stimulate young people to study sciences later on. The availability of vast sets of scientific data with software instruments for instructional use is emphasized. Attention is also given to the changing world of young people, and to the needs and problems in Africa. Finally, some conclusions are given of how astronomy can contribute to transform education in sciences into an education for young people that attracts them towards science & technology.

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48

Moss, Pamela A. "Toward “Epistemic Reflexivity” in Educational Research: A Response to Scientific Research in Education." Teachers College Record: The Voice of Scholarship in Education 107, no. 1 (2005): 19–29. http://dx.doi.org/10.1177/016146810510700104.

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In this response to Scientific Research in Education (National Research Council, 2002), I argue that the report has provided us with a carefully considered but partial vision of social science that limits the capacity of our field to engage in critical self-reflection. As one counterexample to the vision of social science portrayed in the report, I draw on the work of French sociologist Pierre Bourdieu. Bourdieu's work not only offers an alternative vision of social science, but it also treats academic fields, including social sciences, as objects of study, illuminating the social forces that shape categories of thought and action. As such, it invites a rigorous form of self-reflection that is not promoted within SRE's vision of social science.

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49

Harjanne, Atte, Juha A. Karhu, Tiina Ervasti, and Heikki Tuomenvirta. "Combining science education with citizen science – experiences from a research institute-led science education project." Lumat: International Journal of Math, Science and Technology Education 3, no. 7 (2015): 948–59. http://dx.doi.org/10.31129/lumat.v3i7.976.

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Abstract Citizen science offers chances to gather observations and ideas and process data cost-efficiently while simultaneously increasing the outreach of the research. From the perspective of science education, it provides first-hand experiences about actual research work and personal contacts with researchers to its participants. Realizing this opportunity for mutual benefits, Finnish Meteorological Institute (FMI) has carried out a project combining citizen science with science education in co-operation with volunteering secondary schools. The project offered schools seven diverse research topics such as snow and birch pollen observations, development of weather service concepts and case studies in climate actions. Project work consisted of three parts: site visits, independent student work and reporting. Altogether 12 schools and over 200 students participated in the project during the fall and spring terms in the semester of 2014–2015. This paper describes the experiences from this first semester of the project. It is based on online questionnaires and interviews aimed at the participating students, teachers and researchers. Additional feedback was collected from an expert workshop. While actual research gains were modest, the satisfaction to the project was high within both the schools and FMI. Results encourage continuing this kind of cooperation and also studying further its educational impact.

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50

Qiu, Jane. "Higher education and research innovation in China." National Science Review 1, no. 4 (2014): 623–26. http://dx.doi.org/10.1093/nsr/nwu073.

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Abstract China places a great emphasis on boosting its innovative capability, which it says is key to meeting the challenges in economic development and global competition. At the heart of the matter is how the country could produce its own agent of innovation—creative graduates and postgraduates. In a forum chaired by National Science Review's executive associate editor Mu-ming Poo, five panelists from top universities discuss the problems and challenges of higher education in China and in what ways the system needs to be reformed. Yuanfang Chen Physician and Vice Chair of Peking Union Medical College's Expert Committee on Education in Beijing Song Gao Chemist and Vice President of Peking University in Beijing Ke Gong Electronic Engineer and President of Nankai University in Tianjin Yigong Shi Biologist and Dean of Tsinghua University's School of Life Sciences in Beijing Chia-Wei Woo Physicist and Founding President of Hong Kong University of Science and Technology in Hong Kong Mu-ming Poo (Chair) Neuroscientist and Director of Chinese Academy of Sciences’ Institute of Neuroscience in Shanghai

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