This article addresses some of the challenges faced when attempting to evaluate the long-term impact of informal science learning interventions. To contribute to the methodological development of informal science learning research, we critically examine (Falk and Needham (2011) "Journal of Research in Science Teaching," 48: 1-12.) study…

This special issue of "Journal of Research in Science Teaching" reflects conclusions and recommendations in the "Discipline-Based Education Research" (DBER) report and makes a substantial contribution to advancing the field. Research on undergraduate science learning is currently a loose affiliation of related fields. The…

The use of the expert-novice technique in science education is examined critically. Discussed are four techniques including their methodological limitations. Improvements and alternatives in experimental design are suggested. (Author/CW)

Provides an orientation to the special journal issue on research methods in science education and lists four questions to which the contributing authors were asked to respond. (PEB)

Basic characteristics of survey as a research study are discussed. Issues associated with survey research, potential uses of survey research as a strategy in science education, and potential problems jeopardizing survey studies are also discussed. (JN)

Comments on a journal article that suggests that educational statistics may be compared even in cases where different experimental units are used in the analyses. (MLH)

The importance of reporting explained variance in ANOVA designs is discussed. Three methods that can be used to obtain estimates of explained variance in ANOVA designs are described and applied to sixteen studies that were reported in recent NARST volumes. Recommends that researchers in science education report explained variance. (Author/DS)

Challenges Wilson's 1990 work which, according to the author, bluntly rejected various expert-novice techniques in favor of the classical experimental design. Asserts that, if educators want to study expertise, they should move to understand this expertise in context, for example, in real-life tasks. Argues that research questions not methodology…

Examined three methods which can be used to pool single-item-per-subject data collected in intensive time-series studies, determining if method of pooling has an effect on subsequent data analysis. Methods examined were based on simple averaging, difficulty weightings of averages, and the application of the Rasch logistic model. (JM)

Discusses sources of science teachers' and educators' misconceptions about scientific endeavors and describes poor practices in science teaching. Identifies three styles of research reports appearing in the Journal of Research in Science Teaching'' as results of these romantic views of science. (CC)

Lists six problems related to descriptive data and to factor analysis performed in a previous research study reported in this journal. Includes the authors' response to the suggested weaknesses of their study. (JN)

This article offers five research criteria and their rationale to help researchers avoid problems and to help them improve research. Improving research should improve the quality of science teaching. The treatment of causal hypotheses is stressed. (Author/CW)

To determine whether practice was consistent with recommended research methods, this study examined 130 studies reported over a 5-year period in the "Journal of Research in Science Teaching." Results show that appropriate generalizations beyond the confines of the reported studies may be impossible in most (64%) of the studies.…

Discusses three weaknesses in reporting research findings by commenting and criticizing research articles published in the eighth volume of Journal of Research in Science Teaching. (CC)

Discusses quasi-experimental and experimental research methodologies for investigating the relationships among teacher behavior, teacher competencies, student achievement, and student attitude outcomes. (MLH)