In 2002, the first article in a special issue of the School Science Review devoted to
research and practice in science education began with the question ‘Does science
education research count?’ The short answer, according to the author is ‘No’. His
‘slightly more considered response’ was ‘not as much as it should’ (Lock 2002: 13). In
this chapter, I pose a different and prior question, namely ‘What counts as research in
science education?’ and, in response, offer a commentary upon the range, quality,
purpose and usefulness of the work that has been done.