Didactic Focus Areas in Science Education Research

dc.contributorAalto-yliopistofi
dc.contributorAalto Universityen
dc.contributor.authorLampiselkä, Jarkko
dc.contributor.authorKaasinen, Arja
dc.contributor.authorKinnunen, Päivi
dc.contributor.authorMalmi, Lauri
dc.contributor.departmentUniversity of Helsinki
dc.contributor.departmentProfessorship Malmi L.
dc.contributor.departmentDepartment of Computer Scienceen
dc.date.accessioned2020-01-02T13:51:38Z
dc.date.available2020-01-02T13:51:38Z
dc.date.issued2019-12
dc.description.abstractThis study provides an overview of the didactic focus areas in educational research in biology, chemistry and physics, seeking to identify the focus areas that are investigated frequently and those that have been studied rarely or not at all. We applied the didactic focus-based categorization analysis method (DFCM), which is based on an extension of the didactic triangle. As the data set, we used 250 papers published in the Nordic Studies in Science Education (NorDiNa) between 2005 and 2013, and the European Science Education Research Association (ESERA) 2013 conference proceedings covering education at upper secondary and tertiary levels. The results show that the teacher’s pedagogical actions and the student–content relationship were the most frequently studied aspects. On the other hand, teachers’ reflections on the students’ perceptions and attitudes about goals and content, and teachers’ conceptions of the students’ actions towards achieving the goals were studied least. Irrespective of the publication forum, the distributions of foci to different categories were quite similar. Our historical analysis completes the recent studies in the field as it is based on the theory driven categorization system instead of the data driven approaches used by the previous researchers. Moreover, our further observations on more recent publications suggest that no significant changes have taken place, and therefore wider discussion about the scope and the coverage of the research in science education is needed.en
dc.description.versionPeer revieweden
dc.format.extent1-19
dc.format.mimetypeapplication/pdf
dc.identifier.citationLampiselkä , J , Kaasinen , A , Kinnunen , P & Malmi , L 2019 , ' Didactic Focus Areas in Science Education Research ' , Education Sciences , vol. 9 , no. 4 , 294 , pp. 1-19 . https://doi.org/10.3390/educsci9040294en
dc.identifier.doi10.3390/educsci9040294
dc.identifier.issn2227-7102
dc.identifier.otherPURE UUID: 00230284-bb78-45ed-81e9-e417fe8aa416
dc.identifier.otherPURE ITEMURL: https://research.aalto.fi/en/publications/00230284-bb78-45ed-81e9-e417fe8aa416
dc.identifier.otherPURE FILEURL: https://research.aalto.fi/files/39561577/Lampiselk_et.al_Didactic_Focus_Areas.education_09_00294_1.pdf
dc.identifier.urihttps://aaltodoc.aalto.fi/handle/123456789/41896
dc.identifier.urnURN:NBN:fi:aalto-202001021007
dc.language.isoenen
dc.publisherMDPI AG
dc.relation.ispartofseriesEDUCATION SCIENCESen
dc.relation.ispartofseriesVolume 9, issue 4en
dc.rightsopenAccessen
dc.subject.keywordmeta study
dc.subject.keyworddidactical triangle
dc.subject.keywordDFC method
dc.subject.keywordresearch in science education
dc.titleDidactic Focus Areas in Science Education Researchen
dc.typeA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessäfi
dc.type.versionpublishedVersion
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