Abstract This paper examines the role of the microgenetic method in science education. The microgenetic method is a technique for exploring the progression of learning in detail through repeated, high-frequency observations of a learner’s ‘performance’ in some activity. Existing microgenetic studies in science education are analysed. This leads to an examination of five significant methodological issues in microgenetic research. Firstly, qualitative and/or quantitative approaches to data collection and analysis within the microgenetic approach are considered and a case is made for the appropriateness of qualitative microgenetic research. Secondly, it is argued that researchers may define static intervals, periods within which (for methodological purposes) change is assumed not to occur, when reporting microgenetic studies. Thirdly, researchers should consider providing justifications for their choice of sampling rate with reference to the rate of change of the phenomenon they are studying. Fourthly, the difficulty of distinguishing conceptual change from the existence of multiple understandings is highlighted. Finally, the nature of sequences of repeated measures in microgenetic studies is considered. It is argued that different methodological approaches are suitable for microgenetic studies of different phenomena and a list of guidelines for the use of the microgenetic method in small-scale, qualitatively analysed studies in science education is proposed.

中文翻译：

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微观遗传学方法在科学教育学习研究中的应用：已发表研究的特征、方法论问题和对未来研究的建议

摘要 本文考察了微观遗传学方法在科学教育中的作用。微观遗传学方法是一种通过反复、高频地观察学习者在某些活动中的“表现”来详细探索学习进程的技术。分析了科学教育中现有的微观遗传研究。这导致了对微遗传研究中五个重要方法论问题的检查。首先，考虑微遗传方法中数据收集和分析的定性和/或定量方法，并举例说明定性微遗传研究的适当性。其次，有人认为，研究人员可以定义静态间隔，在报告微遗传研究时，假定（出于方法学目的）不会发生变化的时期。第三，研究人员应考虑根据他们正在研究的现象的变化率，为他们选择采样率提供理由。第四，突出区分概念变化与多重理解存在的困难。最后，考虑了微观遗传研究中重复测量序列的性质。有人认为，不同的方法论方法适用于不同现象的微观遗传学研究，并提出了在科学教育中的小规模、定性分析研究中使用微观遗传学方法的指南清单。强调区分概念变化与多重理解的存在的困难。最后，考虑了微观遗传研究中重复测量序列的性质。有人认为，不同的方法论方法适用于不同现象的微观遗传学研究，并提出了在科学教育中的小规模、定性分析研究中使用微观遗传学方法的指南清单。强调区分概念变化与多重理解的存在的困难。最后，考虑了微观遗传研究中重复测量序列的性质。有人认为，不同的方法论方法适用于不同现象的微观遗传学研究，并提出了在科学教育中的小规模、定性分析研究中使用微观遗传学方法的指南清单。