Abstract
The purpose of this study is twofold: One is to survey cognitive approach studies in science education, and the other is to identify contemporary issues in this area and provide some perspective for future studies. Cognitive approach studies in science education are divided into the following three groups. (1) the constructivist approach, (2) the social-constructivist approach or the approach based on situated cognition, (3) other approaches. The features of the studies of each approach are discussed. On the basis of these discussions, a perspective for future studies is presented.
