TRENDS AND FOUNDATIONS IN RESEARCH ON STUDENTS’ CONCEPTUAL UNDERSTANDING IN SCIENCE EDUCATION: A METHOD BASED ON THE STRUCTURAL TOPIC MODEL

TitleTRENDS AND FOUNDATIONS IN RESEARCH ON STUDENTS’ CONCEPTUAL UNDERSTANDING IN SCIENCE EDUCATION: A METHOD BASED ON THE STRUCTURAL TOPIC MODEL
Publication TypeJournal Article
Year of Publication2020
AuthorsMi, S, Lu, S, Bi, H
JournalJournal of Baltic Science Education
Volume19
Issue4
Start Page551-568
PaginationContinuous
Date PublishedAugust/2020
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
KeywordsConceptual Understanding, journal publication, structural topic model, text mining
Abstract

This study aims to reveal the trends and foundations in research on students’ conceptual understanding in science education. The literature was selected from three recognized journals in science education. The Structural Topic Model (STM) method was used to categorize articles into ten topics considering information about the semantic cohesion and exclusivity of words to topics. The topic, which has attracted increasing research interest, was selected using a method similar to standard regression analysis, and its changing focus was identified through an analysis of its research contents. Foundations of research about students’ conceptual understanding between 1980–1999 and 2000–2019 were obtained through a review of their top 10 most-cited papers. Three conclusions were drawn: a) there were ten sub-topics of research about students’ conceptual understanding; b) the research on the development (or pathways) of students’ scientific argumentation/reasoning is likely to attract further interest in the future; and c) compared to the studies in the first period, the studies in the second stage favor research on the description (nature, mental process, etc.) of the process of students’ conceptual understanding as the research foundation.

URLhttp://oaji.net/articles/2020/987-1597214269.pdf
DOI10.33225/jbse/20.19.551
Refereed DesignationRefereed
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