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Abstract

Like chemistry, which is a very large field of study (a discipline) with many subareas (embedded disciplines) within it, education is also a large discipline with embedded disciplines, including science education. However, chemistry and other sciences are theoretical disciplines, based on the fact that information within these disciplines is stable. Certain other disciplines in which the information is not as stable are classified as practical or productive, and in these theorizing is limited to small, localized, theories rather than the development of large explanatory models. Since the knowledge in education (including science education) is not particularly stable, this area is a combination of a practical and a productive discipline. Major theories are, then, not possible and research efforts should be directed toward (1) smaller, localized, theories, (2) application of borrowed theories from other disciplines, and (3) stabilization of knowledge.