Where Are We Heading To?: Review of Distance Science Education Research (2000-2010) – A Content-Analytic Approach

Evrim Genç Kumtepe (Anadolu University, Turkey), Müjgan Bozkaya (Anadolu University, Turkey), and Irem Erdem Aydin (Anadolu University, Turkey)
Copyright: © 2012 |Pages: 137
EISBN13: 9781466617209|DOI: 10.4018/978-1-4666-0068-3.ch005
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The major intent of this content analysis of 126 articles published in six leading journals from three distinctive fields in education is to evaluate current trends in distance science education. The specific objectives of this attempt are to explore the major research themes studied, the popular teaching and learning approaches, and research methods employed in distance science education research from 2000 -2010. Major findings revealed that the number of articles published on distance science education displayed a lesser degree of publication than that of all distance related articles published in the journals examined during this period of time. Collaborative research efforts in distance science education have been more popular than solo papers and only a few studies were conducted in international contexts within these years. Distance science education research has been noticeably focused on upper grade levels, referring to high schools and colleges. Studies in this field also put more emphasis on evaluation and trends, instructional and communicational technology, learner attributes, and teaching and learning issues. Most studies employed survey and case study methodologies. Finally, three pedagogical approaches: science as inquiry-based teaching, collaborative learning, and problem-based teaching, have been widely investigated throughout this period.
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