Research trends in science education from 2013 to 2017: a systematic content analysis of publications in selected journals

Tzung Jin Lin, Tzu Chiang Lin, Patrice Potvin, Chin Chung Tsai

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Following a series of reviews every 5 years since 1998, this fourth study presents the research trends in science education based on 1,088 research articles published in Science Education, Journal of Research in Science Teaching, and International Journal of Science Education from 2013 to 2017. The top three research topics, that is, the context of students’ learning, science teaching, and students’ conceptual learning were still emphasized by researchers in the period of 2013–2017. It is also evident that researchers have undoubtedly changed their preferences of research topics in the three journals within the 2 decades. For example, the topic concerning conceptual understanding, alternative conceptions, and conceptual change (Learning-Conceptions) was in continuous decline from 2003 to 2017, although it ranked as the top topic in the 1998–2002 period. The research topic of Teaching continuously ranked second in the 2008–2012 as well as in the 2013–2017 periods. Yet, the declining trend of Goals, Policy, and Curriculum reported in the last review was not observed in the latest period. The analysis of the top 10 most-cited papers unveiled that the issues such as inequality in science education, STEM education, and undergraduate research experiences were gradually highlighted.

Original languageEnglish
Pages (from-to)367-387
Number of pages21
JournalInternational Journal of Science Education
Volume41
Issue number3
DOIs
Publication statusPublished - 2019 Feb 11

Fingerprint

content analysis
trend
science
education
Teaching
learning
student
curriculum
experience

Keywords

  • Literature review
  • research trend
  • science education

ASJC Scopus subject areas

  • Education

Cite this

Research trends in science education from 2013 to 2017 : a systematic content analysis of publications in selected journals. / Lin, Tzung Jin; Lin, Tzu Chiang; Potvin, Patrice; Tsai, Chin Chung.

In: International Journal of Science Education, Vol. 41, No. 3, 11.02.2019, p. 367-387.

Research output: Contribution to journalArticle

@article{bdecd134f5f2448d98ef1f7a95fd4581,
title = "Research trends in science education from 2013 to 2017: a systematic content analysis of publications in selected journals",
abstract = "Following a series of reviews every 5 years since 1998, this fourth study presents the research trends in science education based on 1,088 research articles published in Science Education, Journal of Research in Science Teaching, and International Journal of Science Education from 2013 to 2017. The top three research topics, that is, the context of students’ learning, science teaching, and students’ conceptual learning were still emphasized by researchers in the period of 2013–2017. It is also evident that researchers have undoubtedly changed their preferences of research topics in the three journals within the 2 decades. For example, the topic concerning conceptual understanding, alternative conceptions, and conceptual change (Learning-Conceptions) was in continuous decline from 2003 to 2017, although it ranked as the top topic in the 1998–2002 period. The research topic of Teaching continuously ranked second in the 2008–2012 as well as in the 2013–2017 periods. Yet, the declining trend of Goals, Policy, and Curriculum reported in the last review was not observed in the latest period. The analysis of the top 10 most-cited papers unveiled that the issues such as inequality in science education, STEM education, and undergraduate research experiences were gradually highlighted.",
keywords = "Literature review, research trend, science education",
author = "Lin, {Tzung Jin} and Lin, {Tzu Chiang} and Patrice Potvin and Tsai, {Chin Chung}",
year = "2019",
month = "2",
day = "11",
doi = "10.1080/09500693.2018.1550274",
language = "English",
volume = "41",
pages = "367--387",
journal = "International Journal of Science Education",
issn = "0950-0693",
publisher = "Taylor and Francis Ltd.",
number = "3",

}

TY - JOUR

T1 - Research trends in science education from 2013 to 2017

T2 - a systematic content analysis of publications in selected journals

AU - Lin, Tzung Jin

AU - Lin, Tzu Chiang

AU - Potvin, Patrice

AU - Tsai, Chin Chung

PY - 2019/2/11

Y1 - 2019/2/11

N2 - Following a series of reviews every 5 years since 1998, this fourth study presents the research trends in science education based on 1,088 research articles published in Science Education, Journal of Research in Science Teaching, and International Journal of Science Education from 2013 to 2017. The top three research topics, that is, the context of students’ learning, science teaching, and students’ conceptual learning were still emphasized by researchers in the period of 2013–2017. It is also evident that researchers have undoubtedly changed their preferences of research topics in the three journals within the 2 decades. For example, the topic concerning conceptual understanding, alternative conceptions, and conceptual change (Learning-Conceptions) was in continuous decline from 2003 to 2017, although it ranked as the top topic in the 1998–2002 period. The research topic of Teaching continuously ranked second in the 2008–2012 as well as in the 2013–2017 periods. Yet, the declining trend of Goals, Policy, and Curriculum reported in the last review was not observed in the latest period. The analysis of the top 10 most-cited papers unveiled that the issues such as inequality in science education, STEM education, and undergraduate research experiences were gradually highlighted.

AB - Following a series of reviews every 5 years since 1998, this fourth study presents the research trends in science education based on 1,088 research articles published in Science Education, Journal of Research in Science Teaching, and International Journal of Science Education from 2013 to 2017. The top three research topics, that is, the context of students’ learning, science teaching, and students’ conceptual learning were still emphasized by researchers in the period of 2013–2017. It is also evident that researchers have undoubtedly changed their preferences of research topics in the three journals within the 2 decades. For example, the topic concerning conceptual understanding, alternative conceptions, and conceptual change (Learning-Conceptions) was in continuous decline from 2003 to 2017, although it ranked as the top topic in the 1998–2002 period. The research topic of Teaching continuously ranked second in the 2008–2012 as well as in the 2013–2017 periods. Yet, the declining trend of Goals, Policy, and Curriculum reported in the last review was not observed in the latest period. The analysis of the top 10 most-cited papers unveiled that the issues such as inequality in science education, STEM education, and undergraduate research experiences were gradually highlighted.

KW - Literature review

KW - research trend

KW - science education

UR - http://www.scopus.com/inward/record.url?scp=85057580620&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85057580620&partnerID=8YFLogxK

U2 - 10.1080/09500693.2018.1550274

DO - 10.1080/09500693.2018.1550274

M3 - Article

AN - SCOPUS:85057580620

VL - 41

SP - 367

EP - 387

JO - International Journal of Science Education

JF - International Journal of Science Education

SN - 0950-0693

IS - 3

ER -