A case for the use of conceptual analysis in science education research

Abstract

Imprecise constructs abound in science education research in part due to reliance on stipulative definitions that neglect fine distinctions between closely related constructs and overlook important meanings and hidden values embedded in language. Lack of conceptual clarity threatens construct validity, hampers theory development, and prevents science education researchers from focusing on the precise skills they wish to study and promote. To address these challenges, we argue for the expanded use of conceptual analysis, a traditional form of philosophical inquiry underutilized in science education research. After examining the historical and epistemological bases for this methodology, we introduce a variety of techniques used in this mode of inquiry including generic, differentiation, and conditions-type analyses using model, borderline, contrary, and invented cases. To further advance our argument, we then conduct an abbreviated differentiation-type analysis to distinguish "perspectives" from the related terms "orientations" and "positions," three terms that present conceptual challenges in the research area of Socioscientific Issues (SSI) yet are clarified and contextually situated through this analysis. Finally, in light of our analysis, we suggest future directions for the expanded use of conceptual analysis in science education research. #

Students’ Use of Open-Minded Attitude and Elaborate Talk in Group Discussion and Role-Playing Debate on Socioscientific Issues

“…It challenges students to choose appropriately between sources of knowledge and manners of reasoning in the science classroom (Aikenhead, 2006;Whitty, 2010). Socioscientific issues also encourage students' perspective-taking and development of critical thinking (Kahn & Zeidler, 2017;Lindahl et al, 2019) and reasoning skills (Sadler & Zeidler, 2004;Zeidler et al, 2009). Insights into the manners by which students engage in classroom discussions are of particular interest for the design and enactment of cross-curricular approaches to teaching.…”

Students' recognition of educational demands in the context of a socioscientific issues curriculum

“…Our suggestion regarding instructional sequencing is that the students should start by describing the positions of the stakeholders in the public debate and how they relate to each other in order to facilitate taking different positions (one's stance on an issue), orientations (one's approach to an issue in relation to others), and perspectives (one's perception and interpretation of the issue; see Kahn & Zeidler, , ), before they start to express their personal opinions. In doing so, perspective taking can be facilitated, for example, through role playing, allowing students to shift between etic and emic perspectives (Kahn & Zeidler, ). This facilitates additional universalistic and particularistic meanings to be actualized as students compare the different positions.…”

“…An important quality for successful group discussions seems to be students' open‐mindedness (Lindahl & Folkesson, ), an attitude that is necessary for exploratory talk and an appreciation of the complexity of an SSI task. Thus, the task's complexity is dependent on students' introduction to and scrutiny of perspectives in their discussion; that is, they are expected to draw on the different discourses they have access to and negotiate them to produce a socioscientific discourse (Kahn & Zeidler, ; Sadler & Zeidler, ). Such expectations can pose a tremendous challenge to students.…”

Analyzing Community Initiatives in UK’s Energy Transition through the Lens of Sustainable Entrepreneurship

“…In this paper, we develop theoretical concepts through logical arguments without intending to test them (Gilson & Goldberg, 2015;Kahn & Zeidler, 2017). We conduct a literature review on papers related to the SE concept published within the last five years.…”