Abstract
In this chapter I begin to address a basic question that underlies my first perspective about the identity of science research: In what senses is science education a field of research? So much research about science education has been done in the last forty years and is now in accessible literature, and so much more is in process, that it is an appropriate and interesting way to consider what has been achieved.
Coming from nuclear physics, the paper by Gilbert and Watts (1983) fascinated me because I found it a very balanced opening of attention on a new field, which may have many promises in itself, and which may be comparable to the development of science in history.
Gerard Thijs, The Netherlands
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References
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Fensham, P.J. (2004). Science Education: What Defines a Field of Research?. In: Defining an Identity. Contemporary Trends and Issues in Science Education, vol 20. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0175-5_1
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DOI: https://doi.org/10.1007/978-94-010-0175-5_1
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