再帰的科学教育研究の方へ―『科学教育研究』における研究者の自己記述―

抄録

This paper aims to advance discussions on reflexivity in science education research by reviewing qualitative studies through a reflexive lens. Drawing on previous theoretical work on reflexivity, the author analyzed 114 phenomenological and interpretive qualitative studies published in the Journal of Science Education in Japan (JSSE) between 1977 and 2020. The review focused on how researchers disclosed their own positionalities, including epistemological and methodological standpoints, personal histories, and relationships with participants. The analysis revealed that most articles lacked explicit descriptions regarding the researchers’ roles and reflexive engagement in the research process. Possible reasons include prevailing publication conventions, ethical concerns about anonymity, and entrenched assumptions that separate researchers from their subjects. The paper concludes by calling for science education researchers to critically reflect on their positionalities and to foster a scholarly community that supports reflexive and ethically engaged qualitative research.