Abstract
Significance and characteristics of science education research is discussed from the perspectives of three modes for approaching science education: (1) The practical mode; (2) the technological mode; and (3) the scientific mode. The practical mode concerns teachers experiences in practice. The technological mode draws on policy makers attempts to improve science education. Finally, the scientific mode denotes the contribution of science education as a research domain in its own right to the further development of science education. It will be argued that it is necessary to link the major concerns of all three modes in order to meet the various difficulties of improving science teaching and learning and proposals will be made for developing relevant ESERA policies.
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References
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© 2001 Kluwer Academic Publishers
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Psillos, D. (2001). Science Education Researchers and Research in Transition: Issues and Policies. In: Behrendt, H., et al. Research in Science Education - Past, Present, and Future. Springer, Dordrecht. https://doi.org/10.1007/0-306-47639-8_1
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DOI: https://doi.org/10.1007/0-306-47639-8_1
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-6755-0
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