Abstract
This chapter reviews the current research on conceptual change in science education. The review includes research located in the DoRise system (Database of Research in Science Education) in Taiwan and articles published in selected international science education journals (Journal of Research in Science Teaching, Science Education, International Journal of Science Education, Research in Science Education, and International Journal of Science and Mathematics Education) between 1982 and 2012. Three hundred and eighty-three articles in the international journals (including 26 English papers from researchers in Taiwan) and eighty-six articles from Taiwan were analyzed (60 and 26 articles from Taiwanese and international journals, respectively). There are five major findings. First, most of the research follows the empirical approach, regardless of it being an international or national article. Second, physics was the main discipline examined both in the international and national studies. Third, about two thirds of the studies from outside of Taiwan used epistemological perspective to frame and present their study. A similar percentage of articles investigated the instructional perspective whereas nearly two thirds of the Taiwanese articles investigated the instructional perspective and only 28 % followed the epistemological perspective. Fourth, as for the research method, we found that qualitative data analysis was ranked first among all the methods we investigated whereas Taiwan appeared to integrate both quantitative and qualitative methods. Fifth, as expected, high percentages of published researchers were from English-speaking countries (i.e., the USA, Australia, and the UK). Taiwan was ranked third out of 31 countries with respect to the number of publications in this study from 1982 to 2012 but was the first non-English-speaking country. Recommendations for researchers and educators are provided.
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Appendices
Appendices
Appendix A. The distribution of empirical and nonempirical international and national publications by science education researchers in Taiwan from 1982 to 2012
1982–1987 | 1988–1992 | 1993–1997 | 1998–2002 | 2003–2007 | 2008–2012 | Total | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
TIJ (n = 26) | Empirical | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 7 | (26.9) | 8 | (30.8) | 11 | (42.3) | 26 | (100.0) |
Nonempirical | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |
TJ (n = 60) | Empirical | 0 | (0.0) | 1 | (1.7) | 5 | (8.3) | 12 | (20.0) | 16 | (26.7) | 9 | (15.0) | 43 | (71.7) |
Nonempirical | 0 | (0.0) | 0 | (0.0) | 7 | (11.7) | 4 | (6.7) | 3 | (5.0) | 3 | (5.0) | 17 | (28.3) | |
Total (n = 86) | Empirical | 0 | (0.0) | 1 | (1.2) | 5 | (5.8) | 19 | (22.1) | 24 | (27.9) | 20 | (23.3) | 69 | (80.2) |
Nonempirical | 0 | (0.0) | 0 | (0.0) | 7 | (8.1) | 4 | (4.7) | 3 | (3.5) | 3 | (3.5) | 17 | (19.8) | |
Appendix B. The distribution of science disciplines of articles by science education researchers in Taiwan from 1982 to 2012
Time interval | 1982–1987 | 1988–1992 | 1993–1997 | 1998–2002 | 2003–2007 | 2008–2012 | Subtotal | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
TIJ (n = 26) | 1. Physics | 1 | (3.8) | 3 | (11.5) | 2 | (7.7) | 6 | (23.1) | ||||||
2. Chemistry | 1 | (3.8) | 3 | (11.5) | 5 | (19.2) | 9 | (34.6) | |||||||
3. Biology | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |||||||
4. Earth science | 2 | (7.7) | 0 | (0.0) | 2 | (7.7) | 4 | (15.4) | |||||||
5. Cross-domain | 1 | (3.8) | 0 | (0.0) | 0 | (0.0) | 1 | (3.8) | |||||||
6. Others | 2 | (7.7) | 2 | (7.7) | 2 | (7.7) | 6 | (23.1) | |||||||
7. NA | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |||||||
Subtotal | 7 | (26.9) | 8 | (30.8) | 11 | (42.3) | |||||||||
TJ (n = 60) | 1. Physics | 0 | (0.0) | 4 | (6.7) | 7 | (11.7) | 5 | (8.3) | 8 | (13.3) | 24 | (40.0) | ||
2. Chemistry | 0 | (0.0) | 0 | (0.0) | 1 | (1.7) | 5 | (8.3) | 0 | (0.0) | 6 | (10.0) | |||
3. Biology | 0 | (0.0) | 0 | (0.0) | 3 | (5.0) | 2 | (3.3) | 1 | (1.7) | 6 | (10.0) | |||
4. Earth science | 0 | (0.0) | 3 | (5.0) | 2 | (3.3) | 3 | (5.0) | 1 | (1.7) | 9 | (15.0) | |||
5. Cross-domain | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 2 | (3.3) | 0 | (0.0) | 2 | (3.3) | |||
6. Others | 0 | (0.0) | 0 | (0.0) | 2 | (3.3) | 2 | (3.3) | 2 | (3.3) | 6 | (10.0) | |||
7. NA | 1 | (1.7) | 5 | (8.3) | 3 | (5.0) | 0 | (0.0) | 0 | (0.0) | 9 | (15.0) | |||
Subtotal | 1 | (1.7) | 12 | (20.0) | 18 | (30.0) | 19 | (31.7) | 12 | (20.0) | |||||
Appendix C. The distribution of conceptual framework of articles by science education researchers in Taiwan from 1982 to 2012
Time Interval | 1982–1987 | 1988–1992 | 1993–1997 | 1998–2002 | 2003–2007 | 2008–2012 | Subtotal | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
TIJ (n = 26) | 1. Epistemology | 3 | (11.5) | 3 | (11.5) | 5 | (19.2) | 11 | (42.3) | ||||||
2. Ontology | 3 | (11.5) | 0 | (0.0) | 1 | (3.8) | 4 | (15.4) | |||||||
3. Affection/social | 0 | (0.0) | 1 | (3.8) | 1 | (3.8) | 2 | (7.7) | |||||||
4. Development | 0 | (0.0) | 0 | (0.0) | 1 | (3.8) | 1 | (3.8) | |||||||
5. Evolution | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |||||||
6. Instruction | 6 | (23.1) | 4 | (15.4) | 7 | (26.9) | 17 | (65.4) | |||||||
7. Multiple dimensions | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |||||||
8. Others | 0 | (0.0) | 3 | (11.5) | 1 | (3.8) | 4 | (15.4) | |||||||
Subtotal | 12 | (46.2) | 11 | (42.3) | 16 | (61.5) | |||||||||
TJ (n = 60) | 1. Epistemology | 1 | (1.7) | 6 | (10.0) | 3 | (5.0) | 5 | (8.3) | 3 | (5.0) | 18 | (30.0) | ||
2. Ontology | 0 | (0.0) | 1 | (1.7) | 0 | (0.0) | 3 | (5.0) | 1 | (1.7) | 5 | (8.3) | |||
3. Affection/social | 0 | (0.0) | 0 | (0.0) | 1 | (1.7) | 0 | (0.0) | 0 | (0.0) | 1 | (1.7) | |||
4. Development | 0 | (0.0) | 0 | (0.0) | 2 | (3.3) | 1 | (1.7) | 0 | (0.0) | 3 | (5.0) | |||
5. Evolution | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 1 | (1.7) | 1 | (1.7) | |||
6. Instruction | 0 | (0.0) | 8 | (13.3) | 14 | (23.3) | 12 | (20.0) | 9 | (15.0) | 43 | (71.7) | |||
7. Multiple dimensions | 0 | (0.0) | 1 | (1.7) | 2 | (3.3) | 1 | (1.7) | 0 | (0.0) | 4 | (6.7) | |||
8. Others | 0 | (0.0) | 2 | (3.3) | 0 | (0.0) | 1 | (1.7) | 1 | (1.7) | 4 | (6.7) | |||
Subtotal | 1 | (1.7) | 18 | (30.0) | 22 | (36.7) | 23 | (38.3) | 15 | (25.0) | |||||
Appendix D. The distribution of data collection methods of articles by science education researchers from 1982 to 2012
Time interval | 1982–1987 | 1988–1992 | 1993–1997 | 1998–2002 | 2003–2007 | 2008–2012 | Subtotal | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
TIJ (n = 26) | 1. Qualitative | 0 | (0.0) | 2 | (7.7) | 3 | (11.5) | 5 | (19.2) | ||||||
2. Quantitative | 3 | (11.5) | 2 | (7.7) | 3 | (11.5) | 8 | (30.8) | |||||||
3. Both (1) and (2) | 4 | (15.4) | 2 | (7.7) | 2 | (7.7) | 8 | (30.8) | |||||||
4. Quantifying the qualitative data | 0 | (0.0) | 3 | (11.5) | 5 | (19.2) | 8 | (30.8) | |||||||
5. NA | 0 | (0.0) | 0 | (0.0) | 1 | (3.8) | 1 | (3.8) | |||||||
Subtotal | 7 | (26.9) | 9 | (34.6) | 14 | (53.8) | |||||||||
TJ (n = 60) | 1. Qualitative | 0 | (0.0) | 1 | (1.7) | 5 | (8.3) | 3 | (5.0) | 1 | (1.7) | 10 | (16.7) | ||
2. Quantitative | 1 | (1.7) | 0 | (0.0) | 4 | (6.7) | 6 | (10.0) | 1 | (1.7) | 12 | (20.0) | |||
3. Both (1) and (2) | 0 | (0.0) | 4 | (6.7) | 3 | (5.0) | 8 | (13.3) | 7 | (11.7) | 22 | (36.7) | |||
4. Quantifying the qualitative data | 0 | (0.0) | 1 | (1.7) | 0 | (0.0) | 5 | (8.3) | 2 | (3.3) | 8 | (13.3) | |||
5. NA | 0 | (0.0) | 7 | (11.7) | 4 | (6.7) | 3 | (5.0) | 2 | (3.3) | 16 | (26.7) | |||
Subtotal | 1 | (1.7) | 13 | (21.7) | 16 | (26.7) | 25 | (41.7) | 13 | (21.7) | |||||
Appendix E. The distribution of data collection methods of articles by science education researchers from 1982 to 2012
Time interval | 1982–1987 | 1988–1992 | 1993–1997 | 1998–2002 | 2003–2007 | 2008–2012 | Subtotal | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
TIJ (n = 26) | 1. Paper and pencil test | 5 | (19.2) | 4 | (15.4) | 4 | (15.4) | 13 | (50.0) | ||||||
2. Interview | 5 | (19.2) | 5 | (19.2) | 6 | (23.1) | 16 | (61.5) | |||||||
3. Drawing | 1 | (3.8) | 0 | (0.0) | 1 | (3.8) | 2 | (7.7) | |||||||
4. Online data | 0 | (0.0) | 0 | (0.0) | 1 | (3.8) | 1 | (3.8) | |||||||
5. Questionnaire | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |||||||
6. Online questionnaire | 0 | (0.0) | 0 | (0.0) | 1 | (3.8) | 1 | (3.8) | |||||||
7. Rubric or coding sheet of classroom observation | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |||||||
8. Biological data | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |||||||
9. Others | 3 | (11.5) | 2 | (7.7) | 4 | (15.4) | 9 | (34.6) | |||||||
10. NA | 0 | (0.0) | 0 | (0.0) | 1 | (3.8) | 1 | (3.8) | |||||||
Subtotal | 14 | (53.8) | 11 | (42.3) | 18 | (69.2) | |||||||||
TJ (n = 60) | 1. Paper and pencil test | 1 | (1.7) | 4 | (6.7) | 7 | (11.7) | 13 | (21.7) | 8 | (13.3) | 33 | (55.0) | ||
2. Interview | 0 | (0.0) | 4 | (6.7) | 6 | (10.0) | 15 | (25.0) | 6 | (10.0) | 31 | (51.7) | |||
3. Drawing | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 1 | (1.7) | 2 | (3.3) | 3 | (5.0) | |||
4. Online data | 0 | (0.0) | 0 | (0.0) | 1 | (1.7) | 1 | (1.7) | 0 | (0.0) | 2 | (3.3) | |||
5. Questionnaire | 0 | (0.0) | 0 | (0.0) | 1 | (1.7) | 0 | (0.0) | 0 | (0.0) | 1 | (1.7) | |||
6. Online questionnaire | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |||
7. Rubric or coding sheet of classroom observation | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |||
8. Biological data | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |||
9. Others | 0 | (0.0) | 1 | (1.7) | 2 | (3.3) | 2 | (3.3) | 2 | (3.3) | 7 | (11.7) | |||
10. NA | 0 | (0.0) | 7 | (11.7) | 4 | (6.7) | 3 | (5.0) | 2 | (3.3) | 16 | (26.7) | |||
Subtotal | 1 | (1.7) | 16 | (26.7) | 21 | (35.0) | 35 | (58.3) | 20 | (33.3) | |||||
Appendix F. The distribution of teaching or nonteaching studies by science education researchers in Taiwan from 1982 to 2012
Time interval | 1982–1987 | 1988–1992 | 1993–1997 | 1998–2002 | 2003–2007 | 2008–2012 | Subtotal | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
TIJ (n = 26) | Articles related to teaching | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 6 | (23.1) | 6 | (23.1) | 7 | (26.9) | 19 | (73.1) |
NA | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 1 | (3.8) | 2 | (7.7) | 4 | (15.4) | 7 | (26.9) | |
Total | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 7 | (26.9) | 8 | (30.8) | 11 | (42.3) | 26 | (100.0) | |
NT (n = 60) | Articles related to teaching | 0 | (0.0) | 0 | (0.0) | 2 | (3.3) | 13 | (21.7) | 16 | (26.7) | 8 | (13.3) | 39 | (65.0) |
NA | 0 | (0.0) | 1 | (1.7) | 8 | (13.3) | 5 | (8.3) | 3 | (5.0) | 4 | (6.7) | 21 | (35.0) | |
Total | 0 | (0.0) | 1 | (1.7) | 10 | (16.7) | 18 | (30.0) | 19 | (31.7) | 12 | (20.0) | 60 | (100.0) | |
Appendix G. The distribution of teaching strategies of articles by science education researchers in Taiwan from 1982 to 2012
Time interval | 1982–1987 | 1988–1992 | 1993–1997 | 1998–2002 | 2003–2007 | 2008–2012 | Subtotal | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
TIJ (n = 19) | 1. Analogy, model and modeling | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 1 | (5.3) | 1 | (5.3) | 2 | (10.5) |
2. Multimedia | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 1 | (5.3) | 0 | (0.0) | 5 | (26.3) | 6 | (31.6) | |
3. Conceptual conflict | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 2 | (10.5) | 3 | (15.8) | 2 | (10.5) | 7 | (36.8) | |
4. Inquiry | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 1 | (5.3) | 1 | (5.3) | 0 | (0.0) | 2 | (10.5) | |
5. Cooperative learning | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |
6. Experiment | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 1 | (5.3) | 0 | (0.0) | 1 | (5.3) | |
7. Text | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |
8. Multiple representation | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |
9. Argumentation | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |
10. Concept map | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 1 | (5.3) | 0 | (0.0) | 0 | (0.0) | 1 | (0.0) | |
11. Science history | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |
12. Metacognitive approach | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |
13. Writing | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |
14. Constructivist approach | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |
15. Self-explanation | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |
16. Motivation | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 1 | (5.3) | 1 | (5.3) | |
17. Others | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 2 | (10.5) | 0 | (0.0) | 1 | (5.3) | 3 | (15.8) | |
Total | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 7 | (36.8) | 6 | (31.6) | 10 | (52.6) | 23 | (121.1) | |
TJ (n = 39) | 1. Analogy, model and modeling | 0 | (0.0) | 0 | (0.0) | 1 | (2.6 ) | 3 | (7.7) | 2 | (5.1) | 1 | (2.6) | 7 | (17.9) |
2. Multimedia | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 3 | (7.7) | 2 | (5.1) | 1 | (2.6) | 6 | (15.4) | |
3. Conceptual conflict | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 2 | (5.1) | 3 | (7.7) | 0 | (0.0) | 5 | (12.8) | |
4. Inquiry | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 1 | (2.6) | 3 | (7.7) | 1 | (0.0) | 5 | (12.8) | |
5. Cooperative learning | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 1 | (2.6) | 1 | (2.6) | 0 | (0.0) | 2 | (5.1) | |
6. Experiment | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 1 | (2.6) | 1 | (2.6) | 0 | (0.0) | 2 | (5.1) | |
7. Text | 0 | (0.0) | 0 | (0.0) | 2 | (5.1) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 2 | (5.1) | |
8. Multiple representation | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |
9. Argumentation | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 2 | (5.1) | 0 | (0.0) | 0 | (0.0) | 2 | (5.1) | |
10. Concept map | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 3 | (7.7) | 1 | (2.6) | 1 | (2.6) | 5 | (12.8) | |
11. Science history | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 2 | (5.1) | 2 | (5.1) | |
12. Metacognitive approach | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |
13. Writing | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |
14. Constructivist approach | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 1 | (2.6) | 0 | (0.0) | 0 | (0.0) | 1 | (2.6) | |
15. Self-explanation | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |
16. Motivation | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | 0 | (0.0) | |
17. Others | 0 | (0.0) | 0 | (0.0) | 1 | (2.6) | 2 | (5.1) | 7 | (17.9) | 2 | (5.1) | 12 | (30.8) | |
Total | 0 | (0.0) | 0 | (0.0) | 4 | (10.3) | 19 | (48.7) | 20 | (51.3) | 8 | (20.5) | 51 | (130.8) | |
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Chiu, MH., Lin, JW., Chou, CC. (2016). Content Analysis of Conceptual Change Research and Practice in Science Education: From Localization to Globalization. In: Chiu, MH. (eds) Science Education Research and Practices in Taiwan. Springer, Singapore. https://doi.org/10.1007/978-981-287-472-6_5
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