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Abstract This paper explores the role of systematic reviews of research literature and considers what they have to offer research in science education. The origins of systematic reviews are described, together with the reasons why they are currently attracting considerable attention in the research literature. An overview is presented of the key features of systematic review methods, illustrating with examples from two systematic reviews undertaken in science education — one on aspects of small‐group work in science lessons, and the other on the effects on pupils of context‐based and Science–Technology–Society approaches. Issues raised by systematic reviews in terms of characterizing research studies and making judgements about their quality are then discussed. Finally, systematic reviews are compared with more traditional narrative reviews to identify ways in which they can contribute to the undertaking of research studies in a science education. Acknowledgements We would like to acknowledge the funding and support of the EPPI Centre, the TTA, and the Department of Educational Studies at the University of York for the work on which this paper is based. We would also like to thank Alison Robinson for her assistance in compiling the systematic review reports on which this paper draws.
Bennett et al. (Sat,) studied this question.