White Rose University Consortium logo
University of Leeds logo University of Sheffield logo York University logo

Systematic reviews of research in science education: Rigour or rigidity?

Bennett, J., Lubben, F., Hogarth, S. and Campbell, B. (2005) Systematic reviews of research in science education: Rigour or rigidity? International Journal of Science Education, 27 (4). pp. 387-406. ISSN 0950-0693

Full text not available from this repository.

Abstract

This paper explores the role of systematic reviews of research literature and considers what they have to offer research in science education. The origins of systematic reviews are described, together with the reasons why they are currently attracting considerable attention in the research literature. An overview is presented of the key features of systematic review methods, illustrating with examples from two systematic reviews undertaken in science education — one on aspects of small-group work in science lessons, and the other on the effects on pupils of context-based and Science-Technology-Society approaches. Issues raised by systematic reviews in terms of characterizing research studies and making judgements about their quality are then discussed. Finally, systematic reviews are compared with more traditional narrative reviews to identify ways in which they can contribute to the undertaking of research studies in a science education.

Item Type: Article
Institution: The University of York
Academic Units: The University of York > Education (York)
Depositing User: York RAE Import
Date Deposited: 15 May 2009 15:22
Last Modified: 15 May 2009 15:22
Published Version: http://dx.doi.org/10.1080/0950069042000323719
Status: Published
Publisher: Taylor & Francis
Identification Number: 10.1080/0950069042000323719
URI: http://eprints.whiterose.ac.uk/id/eprint/6392

Actions (repository staff only: login required)