This paper reviews research with a focus on looking at the differences between research taken on by those who see themselves primarily as science educators/science education researchers, and those who conduct research on science education from the perspective of a particular discipline such as psychology or sociology. It is assumed that the normative aspect--the improvement of practice--is the dominant contextual background, and three issues are presented: (1) culture studies/cultural studies; (2) justified assumptions; and (3) putting the "multi" back in multicultural science education. (KHR)