Qualitative research in science education: A literature review of current publications

Sabrina D. Stanley 1 2 * , William Boden Robertson 3
More Detail
1 Department of Teaching, Learning, & Leadership, University of North Alabama, Florence, AL, USA
2 Department of Curriculum & Instruction, The University of Alabama, Tuscaloosa, AL, USA
3 Department of Educational Studies, The University of Alabama, Tuscaloosa, AL, USA
* Corresponding Author
EUR J SCI MATH ED, Volume 12, Issue 2, pp. 175-199. https://doi.org/10.30935/scimath/14293
Published Online: 26 February 2024, Published: 01 April 2024
OPEN ACCESS   2085 Views   1048 Downloads
Download Full Text (PDF)

ABSTRACT

This study analyzed articles from the last four years regarding how science education research is framed and discussed as qualitative research. The research question that guided this study was: To what extent do qualitative secondary science teaching research publications reflect high-quality practices found in mainstream methodological texts? The researchers utilized a systematic literature review methodology by (1) creating search terms based on the research question; (2) choosing relevant databases in which to search; (3) conducting the search and gathering articles; and (4) selecting articles based on inclusion criteria. The researchers chose “secondary education” and “science teaching” as search terms relevant to this study. Articles included in the review were peer-reviewed for credibility, available free online as full-text for accessibility, and available in English, which is the authors’ first language. The researchers conducted three levels of screening on the full collection of articles–title, abstract, then methods, to efficiently narrow the large sample of qualitative science education research articles to a manageable and characteristic selection. The findings include that few articles addressed science teaching and learning with deep qualitative engagement. Some articles claimed to use specific qualitative methodologies without adequately expressing aspects of those methodologies, which lend support to the credibility, transferability, dependability, or confirmability of the articles such as the researchers’ subjectivity or member-checking. Those studies that did are indeed diamonds in the ruff.
Keywords: science education research, qualitative research, systematic literature review, science education, science teachers

CITATION

Stanley, S. D., & Robertson, W. B. (2024). Qualitative research in science education: A literature review of current publications. European Journal of Science and Mathematics Education, 12(2), 175-199. https://doi.org/10.30935/scimath/14293

REFERENCES

  • Abell, S. K. & Lederman, N. G. (2007). Handbook of research on science education. Lawrence Erlbaum Associates.
  • Anderson, V. (2017). Criteria for evaluating qualitative research. Human Resource Development Quarterly, 28(2), 125-133. https://doi.org/10.1002/hrdq.21282
  • Andrée, M., & Hansson, L. (2021). Industry, science education, and teacher agency: A discourse analysis of teachers’ evaluations of industry-produced teaching resources. Science Education, 105, 353-383. https://doi.org/10.1002/sce.21607
  • Avraamidou, L. (2014). Studying science teacher identity: Current insights and future research directions. Studies in Science Education, 50(2), 145-179. https://doi.org/10.1080/03057267.2014.937171
  • Berge, M., Danielsson, A., & Lidar, M. (2020). Storylines in the physics teaching content of an upper secondary school classroom. Research in Science & Technological Education, 38(1), 63-83. https://doi.org/10.1080/02635143.2019.1593128
  • Birth, M., Claes, D. R., & Pedersen, J. E. (2018). Physics teachers as physics experts: Research participation as professional development. Science Educator, 26(2), 90-101.
  • Brown, R. E., & Bogiages, C. A. (2019). Professional development through STEM integration: How early career math and science teachers respond to experiencing integrated STEM tasks. International Journal of Science and Mathematics Education, 17(1), 111-128. https://doi.org/10.1007/s10763-017-9863-x
  • Chang, Y. H., Chang, C. Y., & Tseng, Y. H. (2010). Trends of science education research: An automatic content analysis. Journal of Science Education and Technology, 19, 315–331. https://doi.org/10.1007/s10956-009-9202-2
  • Cooper, H. (2017). Research synthesis and meta-analysis: A Step-by-step approach. SAGE. https://doi.org/10.4135/9781071878644
  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. SAGE. https://doi.org/10.4135/9781452230153
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
  • Creswell, J., & Plano Clark, V. (2011). Designing and conducting mixed methods research. SAGE.
  • Dogan, O. K., Cakir, M., Tillotson, J. W., Young, M., & Yager, R. E. (2020). A longitudinal study of a new science teacher’s beliefs and classroom practices. International Journal of Progressive Education, 16(1), 84-99. https://doi.org/10.29329/ijpe.2020.228.7
  • Dolfing, R., Prins, G. T., Bulte, A. M. W., Pilot, A., & Vermunt, J. D. (2020). Strategies to support teachers’ professional development regarding sense-making in context-based science curricula. Science Education, 105, 127-165. https://doi.org/10.1002/sce.21603
  • Duit, R. (2007). Science education research internationally: Conceptions, research methods, domains of research. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 3-15. https://doi.org/10.12973/ejmste/75369
  • Fitzgerald, M., Danaia, L., & McKinnon, D. H. (2019). Barriers inhibiting inquiry-based science teaching and potential solutions: Perceptions of positively inclined early adopters. Research in Science Education, 49, 543-566. https://doi.org/10.1007/s11165-017-9623-5
  • Flick, U. (2022). Revitalizing triangulation for designing multi-perspective qualitative research. In U. Flick (Ed.), The SAGE handbook of qualitative research design (pp. 652-664). SAGE. https://doi.org/10.4135/9781529770278
  • Gardner, M., & Tillotson, J. W. (2019). Interpreting integrated STEM: Sustaining pedagogical innovation within a public middle school context. International Journal of Science and Mathematics Education, 17, 1283-1300. https://doi.org/10.1007/s10763-018-9927-6
  • Given, L. M. (2008). The SAGE encyclopedia of qualitative research methods. SAGE. https://doi.org/10.4135/9781412963909
  • Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1), 42-55. https://doi.org/10.1177/160940690400300104
  • Hordvik, M., Fletcher, T., Haugen, A. L., Moller, L., & Engebretsen, B. (2021). Using collaborative self-study and rhizomatic to explore the ongoing nature of becoming teacher educators. Teaching and Teacher Education, 101, 103318. https://doi.org/10.1016/j.tate.2021.103318
  • Jensen, D. (2008a). Confirmability. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 112-113). SAGE. https://doi.org/10.4135/9781412963909.n60
  • Jensen, D. (2008b). Credibility. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 139). SAGE. https://doi.org/10.4135/9781412963909.n77
  • Jensen, D. (2008c). Dependability. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 209). SAGE. https://doi.org/10.4135/9781412963909.n106
  • Jensen, D. (2008d). Transferability. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 886-887). SAGE. https://doi.org/10.4135/9781412963909.n464
  • Karampelas, K. (2021). Trends on science education research topics in education journals. European Journal of Science and Mathematics Education, 9(1), 1-12. https://doi.org/10.30935/scimath/9556
  • Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education, 5, 34. https://doi.org/10.1186/s40594-018-0131-6
  • King, N. S., & Pringle, R. M. (2019). Black girls speak STEM: Counter-stories of informal and formal learning experiences. Journal of Research in Science Teaching, 56, 539-569. https://doi.org/10.1002/tea.21513
  • Kirmaci, M., Buxton, C. A., & Allexsaht-Snider, M. (2019). Being on the other side of the table: A qualitative study of a community-based science learning program with Latinx families. Urban Education, 58(4), 675-707. https://doi.org/10.1177/0042085919877934
  • Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 24(1), 120-124. https://doi.org/10.1080/13814788.2017.1375092
  • Kuhn, T. J. (1970). The structure of scientific revolutions. University of Chicago Press.
  • Lederman, N. G., & Abell, S. K. (2014). Handbook of research on science education. Routledge. https://doi.org/10.4324/9780203097267
  • Libarkin, J. C., & Kurdziel, J. P. (2002). Research methodologies in science education: The qualitative-quantitative debate. Journal of Geoscience Education, 50(1), 78-86. https://doi.org/10.1080/10899995.2002.12028053
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE. https://doi.org/10.1016/0147-1767(85)90062-8
  • Lee, M.-H., Wu, Y.-T., & Tsai, C.-C. (2009). Research trends in science education from 2003 to 2007: A content analysis of publications in selected journals. International Journal of Science Education, 31(15), 1999-2020. https://doi.org/10.1080/09500690802314876
  • Lin, T.-J., Lin, T.-C., & Tsai, C.-C. (2013). Research trends in science education from 2008 to 2012: A systematic content analysis of publications in selected journals. International Journal of Science Education, 36(8), 1346-1372. https://doi.org/10.1080/09500693.2013.864428
  • Lin, T.-J., Lin, T.-C., Potvin, P., & Tsai, C.-C. (2018). Research trends in science education from 2013 to 2017: A systematic content analysis of publications in selected journals. International Journal of Science Education, 41(3), 367-387. https://doi.org/10.1080/09500693.2018.1550274
  • Litman, C., & Greenleaf, C. (2018). Argumentation tasks in secondary English language arts, history, and science: Variations in instructional focus and inquiry space. Reading Research Quarterly, 53(1), 107-126. https://doi.org/10.1002/rrq.187
  • Lundqvist, E., & Sund, P. (2018). Selective traditions in group discussions: Teachers’ views about good science and the possible obstacles when encountering a new topic. Cultural Studies of Science Education, 13(2), 353-370. https://doi.org/10.1007/s11422-016-9768-y
  • Maxwell, J. A. (2013). Qualitative research design: An interactive approach. SAGE.
  • Merriam, S. B. (1988). Case study research in education: A qualitative approach. Jossey-Bass.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
  • Navy, S. L., Nixon, R. S., Luft, J. A., & Jurkiewicz, M. A. (2020). Accessed or latent resources? Exploring new secondary science teachers’ networks of resources. Journal of Research in Science Teaching, 57, 184-208. https://doi.org/10.1002/tea.21591
  • Nixon, R. S., Toerien, R., & Luft, J. A. (2019). Knowing more than their students: Characterizing secondary science teachers’ subject matter knowledge. School Science and Mathematics, 119, 150-160. https://doi.org/10.1111/ssm.12323
  • NRC. 2012. A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
  • NSTA. (2017). Position statement: The role of research on science teaching and learning. National Science Teacher Association. https://www.nsta.org/nstas-official-positions/role-research-science-teaching-and-learning
  • Overman, M., Vermunt, J. D., Meijer, P. C., & Brekelmans, M. (2019). Teacher-student negotiations during context-based chemistry reform: A case study. Journal of Research in Science Teaching, 56, 797-820. https://doi.org/10.1002/tea.21528
  • Poland, B. D. (2011). Transcription quality. In J. F. Gubrium, & J. A. Holstein (Eds.), Handbook of interview research (pp. 628-649). SAGE. https://doi.org/10.4135/9781412973588.d36
  • Pringle, R. M., Dawson, K., & Ritzhaupt, A. D. (2015). Integrating science and technology: Using technological pedagogical content knowledge as a framework to study the practices of science teachers. Journal of Science Education and Technology, 24(5), 648-662. https://doi.org/10.1007/s10956-015-9553-9
  • Robertson, W. B., & Yazan, B. (2022). Navigating tensions and asserting agency in language teacher identity: A case study of a graduate teaching assistant. Linguistics and Education, 71, 101079. https://doi/org.10.1016/j.linged.2022.101079
  • Roth, W.-M., & von Unger, H. (2018). Current perspectives on research ethics in qualitative research. Forum: Qualitative Social Research, 19(3), 33. https://doi.org/10.17169/fqs-19.3.3155
  • Saldaña, J. (2016). The coding manual for qualitative researchers. SAGE.
  • Sawada, D., Piburn, M. D., Judson, E., Turley, J., Falconer, K., Benford, R., & Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol. School Science and Mathematics, 102(6), 245-253. https://doi.org/10.1111/j.1949-8594.2002.tb17883.x
  • Smith, L. (1979). An evolving logic of participant observation, educational ethnography, and other case studies. In L. Shulman (Ed.), Review of research in education (pp. 316-277). F. E. Peacock. https://doi.org/10.2307/1167249
  • Stake, R. E. (1995). The art of case study research. SAGE.
  • Steinke, I. (2004). Quality criteria in qualitative research. In W. Flick, E. von Kardoff, & I. Steinke (Eds.) A companion to qualitative research (pp. 184-190). SAGE.
  • Strachan, S. L. (2020). An examination of two African American males’ decisions to become secondary science teachers. The High School Journal, 103(4), 221-240. https://doi.org/10.1353/hsj.2020.0014
  • Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837-851. https://doi.org/10.1177/1077800410383121
  • Tsai, C.-C., & Wen, M. L. (2011). Research and trends in science education from 1998 to 2002: A content analysis of publication in selected journals. The International Journal of Science Education, 27(3), 3-14. https://doi.org/10.1080/0950069042000243727
  • Vagle, M. D. (2014). Crafting phenomenological research. Left Coast Press, Inc.
  • Vale, C., Campbell, C., Speldewinde, C., & White, P. (2020). Teaching across subject boundaries in STEM: Continuities in beliefs about learning and teaching. International Journal of Science and Mathematics Education, 18(3), 463-483. https://doi.org/10.1007/s10763-019-09983-2
  • Vázquez-Bernal, B., Mellado, V., & Jiménez-Pérez, R. (2021). The long road to shared PCK: A science teacher’s personal journey. Research in Science Education, 52, 1807-1828. https://doi.org/10.1007/s11165-021-10028-4
  • Velasco, R. C. L., Hite, R., & Milbourne, J. (2021). Exploring advocacy self-efficacy among K-12 STEM teacher leader. International Journal of Science and Mathematics Education, 20, 435-457. https://doi.org/10.1007/s10763-021-10176-z
  • Verbatim. (n. d.). Merriam-Webster.com dictionary. Merriam Webster. https://www.merriam-webster.com/dictionary/verbatim
  • Verbatim, adv., adj., and n. (2023) OED online. Oxford University Press.
  • Vossen, T. E., Henze, I., De Vries, M. J., & Van Driel, J. H. (2020). Finding the connection between research and design: The knowledge development of STEM teachers in a professional learning community. International Journal of Technology and Design Education, 30, 295-320. https://doi.org/10.1007/s10798-019-09507-7
  • Walan, S. (2020). Embracing digital technology in science classrooms–Secondary school teachers’ enacted teaching and reflections on practice. Journal of Science Education and Technology, 29, 431-441. https://doi.org/10.1007/s10956-020-09828-6
  • Wen, Y., Wu, L., & He, S. (2021). Investigating affordances and tensions in STEM applied learning program from practitioners’ sensemaking. International Forum of Educational Technology & Society, 24(4), 99-109.
  • Wilson, K. (2021). Exploring the challenges and enablers of implementing a STEM project-based learning program in a diverse junior secondary context. International Journal of Science and Mathematics Education, 19(5), 881-897. https://doi.org/10.1007/s10763-020-10103-8
  • Yazan, B. (2015). Three approaches to case study methods in education: Yin, Merriam and Stake. The Qualitative Report, 20(2), 134-152. https://doi.org/10.46743/2160-3715/2015.2102