Abstract
This paper discusses the possible application of the repertory grid technique (RGT) in science education through a literature review. We first describe the common strategies for using RGT in psychology and education research. We then explore the reasons for using RGT and the relationship between the aforementioned strategies and the purposes of studies in the literature. Finally, we explain whether and how using RGT can assist researchers in deeply exploring science education. Three basic strategies for using RGT are summarized according to a literature review: eliciting elements and constructs, constructing the grid, and analyzing the grid. RGT enables researchers to construct and reconstruct the qualitative data on the basis of quantitative analysis, which supports exploring subjects’ cognitive systems and comparing subjects. In science education, studies have applied RGT for various purposes, which we categorized into three types: exploring individual cognitive systems, developing principles for teachers’ professional development, and evaluating the quality of textbooks. The limitations and validations of RGT are discussed in the final section of this paper.