Research in Science Education in Europe: Current Issues and Themes

Abstract

In April 1995 the first European Conference on Research in Science Education was held in Leeds. The conference was attended by 144 participants and marked the start of the new European Science Education Research Association (ESERA), which has as one of its aims to strengthen contacts between European individuals and groups investigating science education. This book contains a selection of 32 papers presented at this conference. The papers are classified in seven sections: dealing with a variety of topics such as Teaching and Learning, Approaches to Science Instruction, Social Interactions in Science Classrooms and Science Education Research in Europe. The parts vary considerably in length: some contain only two or three papers, others six or even ten. Such an imbalance is understandable from the viewpoint that the editors had to select from the 126 posters and papers presented at the conference. This is not the type of volume you would consult in preparing the next day's physics lessons. However, the book offers good reading for those interested in current trends in science education research in Europe. It shows that many investigations focus on small case studies, that papers about children's understanding of scientific concepts have not been rated highly, and that only a few studies are going on in the important areas of practical work, science teacher training, multicultural science education and the implementation of results of science education research. One may also conclude from the book that European cooperation in this field has made a start by organizing PhD summer schools but that much more could be done to develop programmes of research on common themes. A majority of papers have been produced by authors working in the UK. The editors discuss this point at length in their Editorial, suggesting a number of plausible reasons for this outcome. I am not convinced by the strength of all of these. In fact, the contents of many of the British papers should not be unfamiliar to those reading the literature. This is a very sensitive issue, certainly in view of the interesting debates during the conference about cultural differences between the educational traditions in various parts of Europe. Sjoeberg's paper at the end of the volume reflects on these discussions, ending with a plea to conserve this cultural diversity and use it to learn from each other. Maybe most interesting is the gateway the book opens to research in science education at Continental institutions, results which have quite often been locked in journals and books that cannot be read by most British and American colleagues. The editors have done an excellent job in transforming many of these papers into good English. For the readers of this journal it might be interesting to notethat many papers dealing with aspects of physics teaching have been included, the topic of electricity is especially well represented. Almost half of the papers are devoted partly or fully to the teaching and learning of junior secondary pupils, eight to primary science education, six to A-level education and only one to science education at university level. The book is attractively produced and should find its way to all those who are involved in science education research or would like to know more about the use of its results in improving science curricula and teacher training, even outside Europe.