iSTAR First Light: Characterizing Astronomy Education Research Dissertations in the iSTAR Database

Autor/inn/en	Slater, Stephanie J.; Tatge, Coty B.; Bretones, Paulo S.; Slater, Timothy F.; Schleigh, Sharon P.; McKinnon, David; Heyer, Inge
Titel	iSTAR First Light: Characterizing Astronomy Education Research Dissertations in the iSTAR Database
Quelle	In: Journal of Astronomy & Earth Sciences Education, 3 (2016) 2, S.125-140 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-6246
Schlagwörter	Astronomy; Science Education; Educational Research; Doctoral Dissertations; Bibliographic Databases; Scholarship; Literature Reviews; Classification; Peer Evaluation; Journal Articles; Research Methodology; Definitions; Interdisciplinary Approach; Masters Theses + Suchen Sie Ihr Suchwort? Astronomie; Naturwissenschaftliche Bildung; Bildungsforschung; Pädagogische Forschung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; literaturdatenbank; Scholarships; Stipendium; Classification system; Klassifikation; Klassifikationssystem; Journal article; Zeitschriftenaufsatz; Research method; Forschungsmethode; Begriffsbestimmung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	There is widespread interest among discipline-based science education researchers to situate their research in the existing scholarly literature base. Unfortunately, traditional approaches to conducting a thorough literature review are unduly hindered in astronomy education research as the venues in which scholarship is reported are fragmented and widely dispersed across journals of varying disciplines. The international STudies of Astronomy education Research (iSTAR) online repository is the result of a concerted international community effort to collect and categorize existing research from peer-reviewed journal articles, dissertations/theses, and grey literature. In a "first light" survey of over 300 U.S. dissertations, we find: (i) work in AER dates back to 1923; (ii) the number of extant dissertations is far greater than anticipated; (iii) research methods definitions have evolved; and (iv) most work has studied participants' broad knowledge rather than specific learning targets. The surprisingly wide breadth of rarely cited research motivates us to collect more AER from across international and cross-disciplinary sources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01