Skip to main content
SpringerLink
Log in

Methodological Issues in Science Education Research: A Perspective from the Philosophy of Science

  • Chapter
  • First Online:
International Handbook of Research in History, Philosophy and Science Teaching

Abstract

This chapter offers an overview of methodological issues within science education research and considers the extent to which this area of scholarship can be understood to (actually and potentially) be scientific. The chapter considers the nature of education and educational research, how methodological issues are discussed in educational research and the range of major methodological strategies commonly used. It is suggested that the way research is discussed, undertaken and reported seems quite different in science education from research in the natural sciences as science education studies are informed by quite diverse paradigmatic commitments. The nature of educational phenomena is such that it is unlikely that science education could adopt the kind of disciplinary matrix that can guide researchers in the natural sciences (by allowing much methodological thinking to be implicit and taken for granted within a field). However, Lakatos’s ‘scientific research programmes’ (SRP) offer a view of research traditions that can encompass social science research. From this perspective, it is possible for progressive SRP to operate in science education.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 749.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 949.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 949.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Just as there is a vast literature drawing upon and adopting (labels if not always principles) of constructivism, there has been a range of criticisms of constructivist work in science education. These include criticisms of constructivist approaches that seem to support relativist stances on scientific knowledge (Coll and Taylor 2001; Cromer 1997; Matthews 1993, 1994/2014; Scerri 2003), suggestions that constructivist teaching approaches undermine traditional ecological knowledge in indigenous communities (Bowers 2007), the theoretical basis of constructivism in education (Matthews 2002), the level of empirical support for knowledge claims (Claxton 1993; Kuiper 1994; Solomon 1992), inappropriate focus on individuals (Coll and Taylor 2001; Solomon 1987, 1993b), limited linkage between result findings and implications for teaching (Harlen 1999; Johnstone 2000; Millar 1989; Solomon 1993a), associations with unstructured ‘discovery’ learning approaches (Cromer 1997; Matthews 2002) and diversion of resources from more productive areas of research (Johnstone 2000; Solomon 1994). An account of these criticisms and possible rebuttals is offered elsewhere (Taber 2009b). Some of these issues reflect a wider debate in education about the nature and relative merits of constructivist and enquiry-based teaching compared with other pedagogies – especially what has been labelled as ‘direct instruction’ (Kirschner et al. 2006; Klahr 2010; Taber 2010a, b; Tobias and Duffy 2009).

References

  • Adams, P. (2011). (Dis)continuity and the Coalition: primary pedagogy as craft and primary pedagogy as performance. Educational Review, 63(4), 467–483.

    Article  Google Scholar 

  • Adey, P. (1999). The Science of Thinking, and Science For Thinking: a description of Cognitive Acceleration through Science Education (CASE). Geneva: International Bureau of Education (UNESCO).

    Google Scholar 

  • Agar, M. H. (2001). Ethnography. In N. J. Smelser & P. B. Baltes (Eds.), International Encyclopedia of the Social & Behavioral Sciences (pp. 4857–4862).

    Google Scholar 

  • Aikenhead, G. S. (2006). Science Education for Everyday Life: Evidence-based practice. New York: Teachers College Press.

    Google Scholar 

  • Allen, D., Donham, R., & Tanner, K. (2004). Approaches to Biology Teaching and Learning: Lesson Study—Building Communities of Learning Among Educators. Cell Biology Education, 3, 1–7.

    Article  Google Scholar 

  • Bachelard, G. (1940/1968). The Philosophy of No: a philosophy of the scientific mind. New York: Orion Press

    Google Scholar 

  • Barrett, L. F. (2009). The Future of Psychology: Connecting Mind to Brain. Perspectives on Psychological Science, 4(4), 326–339.

    Article  Google Scholar 

  • Bassey, M. (1992). Creating education through research. British Educational Research Journal, 18(1), 3–16.

    Article  Google Scholar 

  • Basu, S. J. (2008). Powerful learners and critical agents: The goals of five urban Caribbean youth in a conceptual physics classroom. Science Education, 92(2), 252–277.

    Article  Google Scholar 

  • Biddle, B. J., & Anderson, D. S. (1986). Theory, methods, knowledge and research on teaching. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 230–252). New York: Macmillan.

    Google Scholar 

  • Biesta, G. J. J., & Burbules, N. C. (2003). Pragmatism and Educational Research. Lanham, MD: Rowman & Littlefield Publishers.

    Google Scholar 

  • Bliss, J. (1993). The relevance of Piaget to research into children’s conceptions. In P. J. Black & A. M. Lucas (Eds.), Children’s Informal Ideas in Science (pp. 20–44). London: Routledge.

    Google Scholar 

  • Bliss, J. (1995). Piaget and after: the case of learning science. Studies in Science Education, 25, 139–172.

    Article  Google Scholar 

  • Bowers, C. A. (2007). The False Promises of Constructivist Theories of Learning: A global and ecological critique. New York: Peter Lang Publishing.

    Google Scholar 

  • British Educational Research Association. (2004). Revised ethical guidelines for educational research. Southwell, Nottinghamshire: British Educational Research Association.

    Google Scholar 

  • British Educational Research Association. (2011). Ethical Guidelines for Educational Research. London: British Educational Research Association.

    Google Scholar 

  • Bruner, J. S. (1987). The transactional self. In J. Bruner & H. Haste (Eds.), Making Sense: the child’s construction of the world (pp. 81–96). London: Routledge.

    Google Scholar 

  • Clark, C. (2005). The structure of educational research. British Educational Research Journal, 31(3), 289–309.

    Article  Google Scholar 

  • Claxton, G. (1993). Minitheories: a preliminary model for learning science. In P. J. Black & A. M. Lucas (Eds.), Children’s Informal Ideas in Science (pp. 45–61). London: Routledge.

    Google Scholar 

  • Coll, R. K., & Taylor, T. G. N. (2001). Using constructivism to inform chemistry pedagogy. Chemistry Education: Research & Practice in Europe, 2(3), 215–226.

    Google Scholar 

  • Creswell, J. W. (1994). Research Design: quantitative and qualitative approaches. London: Sage.

    Google Scholar 

  • Creswell, J. W. (2009). Research Design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, California: Sage Publications.

    Google Scholar 

  • Creswell, J. W., & Plano Clark, V. L. (2007). Designing and Conducting Mixed Methods Research. Thousand Oaks, California: Sage.

    Google Scholar 

  • Cromer, A. (1997). Connected knowledge: science, philosophy and education. Oxford: Oxford University Press.

    Google Scholar 

  • Crotty, M. (1998). The Foundations of Social Research: Meaning and perspective in the research process. London: Sage.

    Google Scholar 

  • Darwin, C. (1859/1968). The Origin of Species by Means of Natural Selection, or the preservation of favoured races in the struggle for life. Harmondsworth, Middlesex: Penguin.

    Google Scholar 

  • Davidsson, E., & Jakobsson, A. (2008). Staff Members’ Ideas about Visitors’ Learning at Science and Technology Centres. International Journal of Science Education, 31(1), 129–146.

    Article  Google Scholar 

  • de Jong, O. (2000). Crossing the borders: chemical education research and teaching practice. Chemistry Education Research Group Lecture 1999. University Chemistry Education, 4(1), 29–32.

    Google Scholar 

  • Dobzhansky, T. (1935). A Critique of the Species Concept in Biology. Philosophy of Science, 2(3), 344–355.

    Article  Google Scholar 

  • Donaldson, M. (1978). Children’s Minds. London: Fontana

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Driver, R., & Erickson, G. (1983). Theories-in-action: some theoretical and empirical issues in the study of students’ conceptual frameworks in science. Studies in Science Education, 10, 37–60.

    Article  Google Scholar 

  • Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making Sense of Secondary Science: research into children’s ideas. London: Routledge.

    Google Scholar 

  • Duit, R. (2009). Bibliography - Students' and Teachers' Conceptions and Science Education. Kiel: http://www.ipn.uni-kiel.de/aktuell/stcse/stcse.html.

  • Duit, R., Roth, W.-M., Komorek, M., & Wilbers, J. (1998). Conceptual change cum discourse analysis to understand cognition in a unit on chaotic systems: towards an integrative perspective on learning in science. International Journal of Science Education, 20(9), 1059–1073.

    Article  Google Scholar 

  • Ebenezer, J. V., & Erickson, G. L. (1996). Chemistry students' conceptions of solubility: A phenomenography. Science Education, 80(2), 181–201.

    Article  Google Scholar 

  • Fellows, N. J. (1994). A window into thinking: Using student writing to understand conceptual change in science learning. Journal of Research in Science Teaching, 31(9), 985–1001.

    Article  Google Scholar 

  • Fensham, P. J. (2004). Defining an Identity: The evolution of science education as a field of research. Dordrecht: Kluwer Academic Publishers.

    Book  Google Scholar 

  • Feyerabend, P. (1988). Against Method (Revised ed.). London: Verso.

    Google Scholar 

  • Fischler, H. (2011). Didaktik - An appropriate framework for the professional work of science teachers. In D. Corrigan, J. Dillon & R. F. Gunstone (Eds.), The Professional Knowledge Base of Science Teaching (pp. 31–50). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Ganaras, K., Dumon, A., & Larcher, C. (2008). Conceptual integration of chemical equilibrium by prospective physical sciences teachers. Chemistry Education Research and Practice, 9(3), 240–249.

    Article  Google Scholar 

  • Gardner, H. (1973). The Quest for Mind: Piaget, Levi-Strauss and the Structuralist Movement New York: Alfred A. Knopf,.

    Google Scholar 

  • Gilbert, J. K., & Swift, D. J. (1985). Towards a Lakatosian analysis of the Piagetian and alternative conceptions research programs. Science Education, 69(5), 681–696.

    Article  Google Scholar 

  • Gilbert, J. K., & Watts, D. M. (1983). Concepts, misconceptions and alternative conceptions: changing perspectives in science education. Studies in Science Education, 10, 61–98.

    Article  Google Scholar 

  • Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: strategies for qualitative research. New York: Aldine de Gruyter.

    Google Scholar 

  • Glasersfeld, E. v. (1989). Cognition, construction of knowledge, and teaching. Synthese, 80(1), 121–140.

    Google Scholar 

  • Greca, I. M., & Moreira, M. A. (1997). The kinds of mental representations - models, propositions and images - used by college physics students regarding the concept of field. International Journal of Science Education, 19(6), 711–724.

    Article  Google Scholar 

  • Grimmett, P. P., & MacKinnon, A. M. (1992). Craft Knowledge and the Education of Teachers. Review of Research in Education, 18, 385–456.

    Google Scholar 

  • Guba, E. G., & Lincoln, Y. S. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (3rd ed., pp. 191–215). Thousand Oaks, California: Sage.

    Google Scholar 

  • Hammersley, M., & Atkinson, P. (2007). Ethnography: Principles in practice (3rd ed.). London: Routledge.

    Google Scholar 

  • Harlen, W. (1999). Effective Teaching of Science: a review of research. Edinburgh: Scottish Council for Research in Education.

    Google Scholar 

  • Hennessy, S. (1993). Situated cognition and cognitive apprenticeship: implications for classroom learning. Studies in Science Education, 22, 1–41.

    Article  Google Scholar 

  • Hodson, D. (2009). Teaching and learning about science: Language, theories, methods, history, traditions and values. Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Holbrook, J., & Rannikmae, M. (2007). The Nature of Science Education for Enhancing Scientific Literacy. International Journal of Science Education, 29(11), 1347–1362.

    Article  Google Scholar 

  • Hull, D. L. (1965). The Effect of Essentialism on Taxonomy - Two Thousand Years of Stasis (I). The British Journal for the Philosophy of Science, 15(60), 314–326.

    Article  Google Scholar 

  • Jevons, F. R. (1973). Science Observed: Science as a social and intellectual activity. London: George Allen & Unwin.

    Google Scholar 

  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33(7), 14–26.

    Article  Google Scholar 

  • Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a Definition of Mixed Methods Research. Journal of Mixed Methods Research, 1, 112–133.

    Article  Google Scholar 

  • Johnstone, A. H. (2000). Teaching of Chemistry - logical or psychological? Chemistry Education: Research and Practice in Europe, 1(1), 9–15.

    Google Scholar 

  • Kagan, J. (2009). The Three Cultures: Natural sciences, social sciences, and the humanities in the 21st Century. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Kelly, G. (1963). A Theory of Personality: The Psychology of Personal Constructs. New York: W W Norton & Company.

    Google Scholar 

  • Keller, E. F. (1983). A Feeling for the Organism: The Life and Work of Barbara McClintock. New York: W H Freeman and Company.

    Google Scholar 

  • Kind, V., & Taber, K. S. (2005). Science: Teaching School Subjects 11–19. London: RoutledgeFalmer.

    Google Scholar 

  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.

    Article  Google Scholar 

  • Klahr, D. (2010). Coming Up for Air: But is it Oxygen or Phlogiston? A Response to Taber‟s Review of Constructivist Instruction: Success or Failure? . Education Review, 13(13), 1–6. Retrieved from http://www.edrev.info/essays/v13n13.pdf

  • Koballa, T., Graber, W., Coleman, D. C., & Kemp, A. C. (2000). Prospective gymnasium teachers' conceptions of chemistry learning and teaching. International Journal of Science Education, 22(2), 209–224.

    Article  Google Scholar 

  • Kortland, K., & Klaassen, K. (2010). Designing Theory-Based Teaching-Learning Sequences for Science Education: Proceedings of the symposium in honour of Piet Lijnse at the time of his retirement as professor of physics didactics at Utrecht University. Utrecht: CDBeta Press - Freudenthal Institute for Science and Mathematics Education.

    Google Scholar 

  • Kuhn, T. S. (1959/1977). The essential tension: tradition and innovation in scientific research. In T. S. Kuhn (Ed.), The Essential Tension: Selected studies in scientific tradition and change (pp. 225–239). Chicago: University of Chicago Press.

    Google Scholar 

  • Kuhn, T. S. (1961/1977). The function of measurement in modern physical science. In T. S. Kuhn (Ed.), The Essential Tension: Selected studies in scientific tradition and change (pp. 178–224). Chicago: University of Chicago Press.

    Google Scholar 

  • Kuhn, T. S. (1970). The Structure of Scientific Revolutions (2nd ed.). Chicago: University of Chicago.

    Google Scholar 

  • Kuhn, T. S. (1973/1977). Objectivity, value judgement, and theory choice. The Essential Tension: Selected studies in scientific tradition and change (pp. 320–339). Chicago: The University of Chicago Press.

    Google Scholar 

  • Kuhn, T. S. (1974/1977). Second thoughts on paradigms. In T. S. Kuhn (Ed.), The Essential Tension: Selected studies in scientific tradition and change (pp. 293–319). Chicago: University of Chicago Press.

    Google Scholar 

  • Kuhn, T. S. (1996). The Structure of Scientific Revolutions (3rd ed.). Chicago: University of Chicago.

    Book  Google Scholar 

  • Kuiper, J. (1994). Student ideas of science concepts: alternative frameworks? International Journal of Science Education, 16(3), 279–292.

    Article  Google Scholar 

  • Lakatos, I. (1970). Falsification and the methodology of scientific research programmes. In I. Lakatos & A. Musgrove (Eds.), Criticism and the Growth of Knowledge (pp. 91–196). Cambridge: Cambridge University Press.

    Google Scholar 

  • Lakatos, I., & Musgrove, A. (Eds.). (1970). Criticism and the Growth of Knowledge. Cambridge: Cambridge University Press.

    Google Scholar 

  • Laugksch, R. C. (2000). Scientific literacy: a conceptual overview. Science Education, 84, 71–94.

    Article  Google Scholar 

  • Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. London: Routledge.

    Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated Cognition: Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Google Scholar 

  • Limerick, B., Burgess-Limerick, T., & Grace, M. (1996). The politics of interviewing: power relations and accepting the gift. International Journal of Qualitative Studies in Education, 9(4), 449–460.

    Article  Google Scholar 

  • Long, D. E. (2011). Evolution and religion in American Education: An ethnography. Dordrecht: Springer.

    Book  Google Scholar 

  • Machamer, P., Pera, M., & Baltas, A. (2000). Scientific Controversies: Philosophical and historical perspectives. New York: Oxford University Press.

    Google Scholar 

  • Marek, E. A. (2009). Genesis and evolution of the learning cycle. In W.-M. Roth & K. Tobin (Eds.), Handbook of Research in North America (pp. 141–156). Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Marton, F. (1981). Phenomenography - Describing conceptions of the world around us. Instructional Science, 10, 177–200.

    Article  Google Scholar 

  • Masterman, M. (1970). The Nature of a Paradigm. In I. Lakatos & A. Musgrove (Eds.), Criticism and the Growth of Knowledge (pp. 59–89). Cambridge: Cambridge University Press.

    Google Scholar 

  • Matthews, M. R. (1993). Constructivism and science education: some epistemological problems. Journal of Science Education and Technology, 2(1), 359–370.

    Article  Google Scholar 

  • Matthews, M. R. (1994/2014). Science Teaching: The role of history and philosophy of science. London: Routledge.

    Google Scholar 

  • Matthews, M. R. (2002). Constructivism and Science Education: A Further Appraisal. Journal of Science Education and Technology, 11(2), 121–134.

    Article  Google Scholar 

  • Matthews, M. R. (2009). Teaching the Philosophical and Worldview Components of Science. Science & Education, 18(6), 697–728.

    Article  Google Scholar 

  • Mayr, E. (1987). The ontological status of species: scientific progress and philosophical terminology. Biology and Philosophy, 2(2), 145–166.

    Article  Google Scholar 

  • McCulloch, G. (2002). ‘Disciplines Contributing to Education’? Educational Studies and the Disciplines. British Journal of Educational Studies, 50(1), 100–119.

    Article  Google Scholar 

  • McNiff, J. (1992). Action Research: principles and practice. London: Routledge.

    Google Scholar 

  • Medawar, P. B. (1963/1990). Is the scientific paper a fraud? In P. B. Medawar (Ed.), The Threat and the Glory (pp. 228–233). New York: Harper Collins, 1990.

    Google Scholar 

  • Millar, R. (1989). Constructive criticisms. International Journal of Science Education, 11(special issue), 587–596.

    Google Scholar 

  • Millar, R., & Osborne, J. (1998). Beyond 2000: Science education for the future. London: King’s College.

    Google Scholar 

  • Oancea, A. (2005). Criticisms of educational research: key topics and levels of analysis. British Educational Research Journal, 31(2), 157–183.

    Article  Google Scholar 

  • Osborne, R. J., & Wittrock, M. (1985). The generative learning model and its implications for science education. Studies in Science Education, 12, 59–87.

    Article  Google Scholar 

  • Pedretti, E. (2002). T. Kuhn Meets T. Rex: Critical Conversations and New Directions in Science Centres and Science Museums. Studies in Science Education, 37(1), 1–41.

    Article  Google Scholar 

  • Pesic, P. (1999). Wrestling with Proteus: Francis Bacon and the “Torture” of Nature. Isis, 90(1), 81–94.

    Article  Google Scholar 

  • Phillips, D. C. (1983). On describing a student’s cognitive structure. Educational Psychologist, 18(2), 59–74.

    Article  Google Scholar 

  • Piaget, J. (1929/1973). The Child’s Conception of The World (J. Tomlinson & A. Tomlinson, Trans.). St. Albans: Granada.

    Google Scholar 

  • Piaget, J. (1970/1972). The Principles of Genetic Epistemology (W. Mays, Trans.). London: Routledge & Kegan Paul.

    Google Scholar 

  • Piaget, J., & Garcia, R. (1989). Psychogenesis and the History of Science (H. Feider, Trans.). New York: Columbia University Press.

    Google Scholar 

  • Piantanida, M., & Garman, N. B. (2009). The Qualitative Dissertation: A guide for students and faculty (2nd ed.). Thousand Oaks, California: Corwin Press.

    Google Scholar 

  • Polanyi, M. (1962/1969). The unaccountable element in science. In M. Greene (Ed.), Knowing and Being: Essays by Michael Polanyi (pp. 105–120). Chicago: University of Chicago.

    Google Scholar 

  • Pope, M. L., & Gilbert, J. K. (1983). Personal experience and the construction of knowledge in science. Science Education, 67(2), 193–203.

    Article  Google Scholar 

  • Popper, K. R. (1934/1959). The Logic of Scientific Discovery. London: Hutchinson.

    Google Scholar 

  • Popper, K. R. (1989). Conjectures and Refutations: The Growth of Scientific Knowledge, (5th ed.). London: Routledge.

    Google Scholar 

  • Popper, K. R. (1994). The myth of the framework. In M. A. Notturno (Ed.), The Myth of the Framework: In defence of science and rationality (pp. 33–64). Abingdon, Oxon.: Routledge.

    Google Scholar 

  • Pring, R. (2000). Philosophy of Educational Research. London: Continuum.

    Google Scholar 

  • Reiss, M. J. (2000). Understanding Science Lessons: Five Years of Science Teaching. Buckingham.: Open University Press.

    Google Scholar 

  • Robson, C. (2002). Real World Research: A resource for social scientists and practitioner researchers (2nd ed.). Malden, Massachusetts: Blackwell.

    Google Scholar 

  • Roth, W.-M., & Tobin, K. (2006). Editorial: Announcing Cultural Studies Of Science Education. Cultural Studies of Science Education, 1(1), 1–5.

    Article  Google Scholar 

  • Russell, T., & Osborne, J. (1993). Constructivist Research, Curriculum Development and Practice in Primary Classrooms: Reflections on Five Years of Activity in the Science Processes and Concept Exploration (SPACE) Project. Paper presented at the Third International Seminar on Misconceptions in the Learning of Science and Mathematics.

    Google Scholar 

  • Sacks, O. (1995). An Anthropologist on Mars. London: Picador.

    Google Scholar 

  • Scerri, E. R. (2003). Philosophical confusion in chemical education research. Journal of Chemical Education, 80(20), 468–474.

    Article  Google Scholar 

  • Scerri, E. R. (2010). Comments on a recent defence of constructivism in chemical education. Chemistry Education in New Zealand (November), 15–18.

    Google Scholar 

  • Scerri, E. R. (2012). Some Comments Arising from a Recent Proposal Concerning Instrumentalism and Chemical Education. Journal of Chemical Education.

    Google Scholar 

  • Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed.). New York: Macmillan Publishing Company.

    Google Scholar 

  • Smardon, R. (2009). Sociocultural and cultural-historical frameworks for science education. In W.-M. Roth & K. Tobin (Eds.), The World of Science Education: Handbook of Research in North America (pp. 15–25). Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Solomon, J. (1987). Social influences on the construction of pupils’ understanding of science. Studies in Science Education, 14(63–82).

    Google Scholar 

  • Solomon, J. (1992). Getting to Know about Energy - in School and Society. London: Falmer Press.

    Google Scholar 

  • Solomon, J. (1993a). Four frames for a field. In P. J. Black & A. M. Lucas (Eds.), Children’s Informal Ideas in Science (pp. 1–19). London: Routledge.

    Google Scholar 

  • Solomon, J. (1993b). The social construction of children’s scientific knowledge. In P. Black & A. M. Lucas (Eds.), Children’s Informal Ideas in Science (pp. 85–101). London: Routledge.

    Google Scholar 

  • Solomon, J. (1994). The rise and fall of constructivism. Studies in Science Education, 23, 1–19.

    Article  Google Scholar 

  • Springer, K. (2010). Educational Research: A contextual approach. Hoboken, New Jersey: Wiley.

    Google Scholar 

  • Stake, R. E. (2000). The case study method in social enquiry. In R. Gomm, M. Hammersley & P. Foster (Eds.), Case Study Method: Key issues, key texts. London: Sage.

    Google Scholar 

  • Stocklmayer, S. M., Rennie, L. J., & Gilbert, J. K. (2010). The roles of the formal and informal sectors in the provision of effective science education. Studies in Science Education, 46(1), 1–44.

    Article  Google Scholar 

  • Sutherland, P. (1992). Cognitive Development Today: Piaget and his critics. London: Paul Chapman Publishing.

    Google Scholar 

  • Symonds, J. E., & Gorard, S. (2008). The Death of Mixed Methods: Research Labels and their Casualties. Paper presented at the British Educational Research Association Annual Conference.

    Google Scholar 

  • Taber, K. S. (1993). Stability and lability in student conceptions: some evidence from a case study. Paper presented at the British Educational Research Association Annual Conference. Retrieved from http://www.leeds.ac.uk/educol/documents/154054.htm

  • Taber, K. S. (1995). An analogy for discussing progression in learning chemistry. School Science Review, 76 (276), 91–95.

    Google Scholar 

  • Taber, K. S. (2000). Case studies and generalisability - grounded theory and research in science education. International Journal of Science Education, 22(5), 469–487.

    Article  Google Scholar 

  • Taber, K. S. (2002). “Intense, but it’s all worth it in the end”: the colearner’s experience of the research process. British Educational Research Journal, 28(3), 435–457.

    Article  Google Scholar 

  • Taber, K. S. (2003). The atom in the chemistry curriculum: fundamental concept, teaching model or epistemological obstacle? Foundations of Chemistry, 5(1), 43–84.

    Article  Google Scholar 

  • Taber, K. S. (2006a). Beyond Constructivism: the Progressive Research Programme into Learning Science. Studies in Science Education, 42, 125–184.

    Article  Google Scholar 

  • Taber, K. S. (2006b). Constructivism’s new clothes: the trivial, the contingent, and a progressive research programme into the learning of science. Foundations of Chemistry, 8(2), 189–219.

    Article  Google Scholar 

  • Taber, K. S. (2007). Classroom-based research and evidence-based practice: a guide for teachers. London: Sage.

    Google Scholar 

  • Taber, K. S. (2008). Exploring conceptual integration in student thinking: evidence from a case study. International Journal of Science Education, 30(14), 1915–1943.

    Article  Google Scholar 

  • Taber, K. S. (2009a). Learning from experience and teaching by example: reflecting upon personal learning experience to inform teaching practice. Journal of Cambridge Studies, 4(1), 82–91.

    Google Scholar 

  • Taber, K. S. (2009b). Progressing Science Education: Constructing the scientific research programme into the contingent nature of learning science. Dordrecht: Springer.

    Book  Google Scholar 

  • Taber, K. S. (2010a). Constructivism and Direct Instruction as Competing Instructional Paradigms: An Essay Review of Tobias and Duffy's Constructivist Instruction: Success or Failure? Education Review, 13(8), 1–44. Retrieved from http://www.edrev.info/essays/v13n8index.html

  • Taber, K. S. (2010b). Constructivist pedagogy is superior – it’s a matter of definition. Advanced Distributed Learning Newsletter for Educators and Educational Researchers, (October 2010). Retrieved from http://research.adlnet.gov/newsletter/academic/201010.htm

  • Taber, K. S. (2010c). Straw men and false dichotomies: Overcoming philosophical confusion in chemical education. Journal of Chemical Education, 87(5), 552–558.

    Article  Google Scholar 

  • Taber, K. S. (2011). The natures of scientific thinking: creativity as the handmaiden to logic in the development of public and personal knowledge. In M. S. Khine (Ed.), Advances in the Nature of Science Research - Concepts and Methodologies (pp. 51–74). Dordrecht: Springer.

    Google Scholar 

  • Taber, K. S. (2012a). Prioritising paradigms, mixing methods, and characterising the 'qualitative' in educational research. Teacher Development, 16(1), 125–138.

    Article  Google Scholar 

  • Taber, K. S. (2012b). Recognising quality in reports of chemistry education research and practice. Chemistry Education Research and Practice, 13(1), 4–7.

    Article  Google Scholar 

  • Taber, K. S. (2013). Classroom-based research and evidence-based practice: An Introduction (2nd ed.). London: Sage.

    Google Scholar 

  • Taber, K. S. (2014). Modelling learners and learning in science education: Developing representations of concepts, conceptual structure and conceptual change to inform teaching and research.

    Google Scholar 

  • Thagard, P. (1992). Conceptual Revolutions. Oxford: Princeton University Press.

    Google Scholar 

  • Tiberghien, A. (2012). What is theoretical in the design of teaching-learning sequences. Studies in Science Education, 48(2), 223–228.

    Article  Google Scholar 

  • Tobias, S., & Duffy, T. M. (Eds.). (2009). Constructivist Instruction: Success or failure? New York: Routledge.

    Google Scholar 

  • Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students' misconceptions in science. International Journal of Science Education, 10(2), 159–169.

    Article  Google Scholar 

  • Verhoeff, R. P., Waarlo, A. J., & Boersma, K. T. (2008). Systems Modelling and the Development of Coherent Understanding of Cell Biology. International Journal of Science Education, 30(4), 543–568.

    Article  Google Scholar 

  • Vygotsky, L. S. (1934/1986). Thought and Language. London: MIT Press.

    Google Scholar 

  • Watson, J. B. (1924/1998). Behaviorism. New Brunswick, New Jersey: Transaction Publishers.

    Google Scholar 

  • Watson, J. B. (1967). What is Behaviourism? In J. A. Dyal (Ed.), Readings in Psychology: Understanding human behavior (2nd ed., pp. 7–9). New York: McGraw-Hill Book Company.

    Google Scholar 

  • Yin, R. K. (2003). Case Study Research: Design and Methods (3rd ed.). Thousand Oaks, California: Sage.

    Google Scholar 

  • Ziman, J. (1968). Public Knowledge: an essay concerning the social dimension of science. Cambridge: Cambridge University Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Cambridge, Cambridge, UK

    Keith S. Taber

Authors
  1. Keith S. Taber
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Keith S. Taber .

Editor information

Editors and Affiliations

  1. School of Education, University of New South Wales, Sydney, New South Wales, Australia

    Michael R. Matthews

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Taber, K.S. (2014). Methodological Issues in Science Education Research: A Perspective from the Philosophy of Science. In: Matthews, M. (eds) International Handbook of Research in History, Philosophy and Science Teaching. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7654-8_57

Download citation

Publish with us

Policies and ethics

Search

Navigation