This article addresses some of the challenges faced when attempting to evaluate the long-term impact of informal science learning interventions. To contribute to the methodological development of informal science learning research, we critically examine (Falk and Needham (2011) "Journal of Research in Science Teaching," 48: 1-12.) study…

Argues that a previous study of preservice teachers' beliefs about the nature of science (NOS) was interpretively and methodologically faulty. Contests the finding that teachers learned the NOS through implicit instruction, and questions the methodology leading to the assertion that teachers intended to include NOS instruction in their lessons.…

Answers a critique of a previous study of teachers' beliefs about the nature of science (NOS). Reasserts that teachers in the study learned the NOS through implicit instruction and contends that there was negligible researcher bias in the finding that teachers planned to include NOS instruction in their instruction. Defends the choice of…

Basic characteristics of survey as a research study are discussed. Issues associated with survey research, potential uses of survey research as a strategy in science education, and potential problems jeopardizing survey studies are also discussed. (JN)

Using Project Synthesis as an example of qualitative synthesis research in science education, discusses the characteristics of such research: using research teams to provide perspectives and viewpoints; using variety of data sources; including a conceptual scheme for accomplishing synthesis; and concluding with, among others, an analysis of…

This position paper briefly highlights the more pervasive research and applications problems in science education and suggests a possible way to organize ideas so that psychological paradigms will have educational value. (CS)

The importance of reporting explained variance in ANOVA designs is discussed. Three methods that can be used to obtain estimates of explained variance in ANOVA designs are described and applied to sixteen studies that were reported in recent NARST volumes. Recommends that researchers in science education report explained variance. (Author/DS)

Examined three methods which can be used to pool single-item-per-subject data collected in intensive time-series studies, determining if method of pooling has an effect on subsequent data analysis. Methods examined were based on simple averaging, difficulty weightings of averages, and the application of the Rasch logistic model. (JM)

Lists six problems related to descriptive data and to factor analysis performed in a previous research study reported in this journal. Includes the authors' response to the suggested weaknesses of their study. (JN)

Responds to an article written regarding the maturity of educational research. Contends that, to achieve a democratic research process, the local needs and conditions of the public (including teachers, students, parents, and the community) must be the driving force in deciding what to research. (ZWH)

This article offers five research criteria and their rationale to help researchers avoid problems and to help them improve research. Improving research should improve the quality of science teaching. The treatment of causal hypotheses is stressed. (Author/CW)

To determine whether practice was consistent with recommended research methods, this study examined 130 studies reported over a 5-year period in the "Journal of Research in Science Teaching." Results show that appropriate generalizations beyond the confines of the reported studies may be impossible in most (64%) of the studies.…

Research papers (N=111) published in Vols. 11-13 of "Journal of Research in Science Teaching" were used in this study to validate areas of productivity in science educational research. Questions were answered regarding research area interests, stability of priorities for research, and omissions of research in high-priority areas. (CS)

Reports research concerning the definition of variables by pupils ages 12 to 14 during investigative work. Findings suggest that an increase in the complexity of an investigation lowers the ability to identify relevant variables and substantive concepts intrude on the ability to define the appropriate dependent variable and to control variables.…

Examined is how research informs and influences the practice of science education. Discussed are past focuses on treatments, present focuses on students' ideas, and developing styles of research. (YP)