Invoking Thomas Kuhn: What Citation Analysis Reveals about Science Education |
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| Authors: | Loving Cathleen C Cobern William W |
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| Institution: | (1) Department of Educational Curriculum and Instruction, Texas A & M University, College Station, TX, 77843, U.S.A.;(2) Department of Teaching, Learning and Leadership, Western Michigan University, Kalamazoo, MI, 49008, U.S.A. |
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| Abstract: | This paper analyzes how Thomas Kuhn's writings are used by others, especially science education researchers. Previous research in citation analysis is used to frame questions related to who cites Kuhn, in what manner and why. Research questions first focus on the variety of disciplines invoking Kuhn and to what extent Structure of Scientific Revolutions (SSR) is cited. The Web of Science database provides material from 1982 for this analysis. The science education literature is analyzed using back issues from 1985 of the Journal of Research in Science Teaching and Science Education. An article analysis reveals trends in terms of what Kuhnian ideas are most frequently invoked. Results indicate a wide array of disciplines from beekeeping to law cite Kuhn – especially generic citations to SSR. The science education journal analysis reveals pervasive use of the term  paradigm , although use is quite varied. The two areas of research in science education most impacted by Kuhn appear to be conceptual change theory and constructivist epistemologies. Additional uses of Kuhn are discussed. The degree to which Kuhn is invoked in ways supporting the theoretical framework of citation analysis, whether his work is misappropriated, and the impact of Kuhn are discussed. |
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