Machine learning (ML) has become commonplace in educational research and science education research, especially to support assessment efforts. Such applications of machine learning have shown their promise in replicating and scaling human-driven codes of students' work. Despite this promise, we and other scholars argue that machine learning has…

This special issue of the Journal of Research in Science Teaching seeks to explore conceptualizations of culture that address contemporary challenges in science education. Toward this end, we unite two theoretical perspectives to advance a conceptualization of culture as a complex system, emerging from iterative processes of cultural bricolage,…

This special issue of "Journal of Research in Science Teaching" reflects conclusions and recommendations in the "Discipline-Based Education Research" (DBER) report and makes a substantial contribution to advancing the field. Research on undergraduate science learning is currently a loose affiliation of related fields. The…

In the wake of an increasing political commitment to evidence-based decision making and evidence-based educational reform that emerged with the No Child Left Behind effort, the question of what counts as evidence has become increasingly important in the field of science education. In current public discussions, academics, politicians, and other…

A lack of qualified teachers and low enrollment in the geosciences exist at both secondary and tertiary levels in the United States. Consequently, it is unlikely that students will be able to achieve scientific literacy without an increase in both of these populations. To address these problems, we pose research questions, highlight sociocultural…

Describes a technique that can be used to construct variables from clinical interviews that can be used in quantitative analyses. The technique involves the representation of each proposition a student uses in terms of a standard set of underlying predicates, concepts, and relationships among concepts. (JN)

Outlines a narrative method for the study of classrooms. The main feature of the method is the reconstruction of classroom meaning in terms of narrative unities in the lives of classroom participants. The work's theoretical character is introduced by comparison and contrast with Schon's "The Reflective Practitioner: How Professionals Think in…

Develops a way to conceptualize the complementarity of quantitative and qualitative research in science education, demonstrating through analysis of examples that qualitative and quantitative research reports follow the same pattern of argument, although the metaphysical roots behind their methodologies are obviously different. (Author/SK)

Naturalistic and experimental inquiry methods in educational research and evaluation are described and compared, using illustrations from two science education research projects. Several strengths and limitations of each inquiry style are identified. Suggests that investigators consider both paradigms in planning research and evaluation studies.…

Identifies promising areas of aptitude-treatment interaction research (ATI), including research related to general ability, anxiety, prior achievement, and achievement motivation. Also provides general methodological ATI guidelines for science educators. (JN)

Discusses key processes in conducting qualitative research: problem definition, gaining access to collect data, modes of data collection, modes of analysis, and presentation of findings. Compares qualitative with quantitative research methods. (JN)

Argues that secondary analysis of existing data sets provides an important opportunity for science education researchers. Reviews basic arguments for secondary analysis (quality, cost, scientific merit of multiple analyses of a common data set), discusses new forces fostering these analyses, and provides three examples of secondary analysis…

Research work in science education is a special area of scholarship within the scientific enterprise. The scientific enterprise ranks with the arts and religion as one of the major areas of human endeavor. Science education can be classified within science, albeit it stands as a poor cousin when compared with physics, biology and other fields. The…

Calls for differentiating between three kinds of studies of students' conceptions in science, namely descriptive studies, explanatory studies, and studies attempting to foster conceptual change. Cites the literature about student perceptions and science instruction. (TW)

Discusses the science education research agenda from the viewpoints of learning theorists, political and social scientists, counseling psychologists, cognition psychologists, and pedagogical researchers. Indicates that a broader perspective of these areas helps to link the research agenda to science teachers' questions/concerns, and to such areas…