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Advancing research beyond the ruling theory stage
Author(s) -
Lawson Anton E.,
Reichert Elizabeth A.,
Costenson Kenneth L.,
Fedock Patricia M.,
Litz Kathleen K.
Publication year - 1989
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660260804
Subject(s) - quality (philosophy) , test (biology) , science education , educational research , normal science , psychology , mathematics education , epistemology , paleontology , philosophy , biology
Seldom do researchers in science education state causal hypotheses they seek to test. Even less often are alternative hypotheses stated, much less tested. Further, science education researchers as a rule confuse hypotheses with predictions. Thus, they stand little chance of conducting research which distinguishes among alternative explanations, and consequently stand little chance of advancing knowledge beyond the Ruling Theory Stage of thinking. The present article offers five research criteria and their rationale intended to help researchers avoid these problems and help them conduct higher‐quality research, which should in turn improve the quality of science teaching.