Methodological Approaches to STEM Education Research Volume 2
Published on 24. April 2023
Book
Paperback/Softback
355 pages
978-1-5275-9951-2 (ISBN)
Description
The COVID-19 pandemic has likely changed the mathematics, health and environmental education research landscape in profound and long-lasting ways. As such, more than ever, there is a need to creatively and critically think about how we design research and for what purposes. This necessitates a considered and robust discussion about educational research theory, method, and methodology to ensure that our research continues to impact practice in valuable ways. This book maps out some of these key challenges and opportunities as we collectively enter a post-COVID-19 world in which method and methodology need to be appreciated as much as research findings. Topics explored here range from big-picture issues in STEM Education research, through perspectives on design-based research, to questions of analysis, complexity, the Delphi method, and ethical dilemmas.
The COVID-19 pandemic has likely changed the mathematics, health and environmental education research landscape in profound and long-lasting ways. As such, more than ever, there is a need to creatively and critically think about how we design research and for what purposes. This necessitates a considered and robust discussion about educational research theory, method, and methodology to ensure that our research continues to impact practice in valuable ways. This book maps out some of these key challenges and opportunities as we collectively enter a post-COVID-19 world in which method and methodology need to be appreciated as much as research findings. Topics explored here range from big-picture issues in STEM Education research, through perspectives on design-based research, to questions of analysis, complexity, the Delphi method, and ethical dilemmas.
The COVID-19 pandemic has likely changed the mathematics, health and environmental education research landscape in profound and long-lasting ways. As such, more than ever, there is a need to creatively and critically think about how we design research and for what purposes. This necessitates a considered and robust discussion about educational research theory, method, and methodology to ensure that our research continues to impact practice in valuable ways. This book maps out some of these key challenges and opportunities as we collectively enter a post-COVID-19 world in which method and methodology need to be appreciated as much as research findings. Topics explored here range from big-picture issues in STEM Education research, through perspectives on design-based research, to questions of analysis, complexity, the Delphi method, and ethical dilemmas.
More details
Series
Edition
Unabridged edition
Language
English
Place of publication
Newcastle upon Tyne
United Kingdom
Target group
Professional and scholarly
Edition type
Unabridged edition
Product notice
With dust jacket
Dimensions
Height: 212 mm
Width: 148 mm
ISBN-13
978-1-5275-9951-2 (9781527599512)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Peta J. White | Russell Tytler | Joseph Paul Ferguson
Methodological Approaches to STEM Education Research Volume 2
Book
09/2021
Cambridge Scholars Publishing
€100.59
Shipment within 15-20 days
Persons
Peta J. White is a Senior Lecturer of Science and Environmental Education at Deakin University, Australia. She has worked in classrooms, as a curriculum consultant and manager, and as a teacher educator in several jurisdictions across Canada and Australia. Her research interests include science and biology education; sustainability, climate change, and environmental education; and collaborative/activist research.Russell Tytler is Alfred Deakin Professor and Chair in Science Education at Deakin University, Australia. He has researched and written extensively on student learning and reasoning in science. His interest in the role of representation as a multimodal language for reasoning in science extends to pedagogy and teacher learning. He is widely published and has been chief investigator on a range of Australian Research Council and other research projects.Joseph Ferguson, is an educational researcher and teacher educator at Deakin University, Australia, working in science and environmental education. He is interested in exploring reasoning inside and outside the classroom, in particular in its creative forms.John Cripps Clark, teaches and researches in science communication, science education and cultural-historical activity theories. His most recent projects have been in STEM education, working with colleagues and teachers to develop various pedagogies. He has used Vygotsky's method of dual stimulation to teach and understand digital literacy and primary science teaching, and is passionate about improving the learning experiences of off-campus students.
Peta J. White is a Senior Lecturer of Science and Environmental Education at Deakin University, Australia. She has worked in classrooms, as a curriculum consultant and manager, and as a teacher educator in several jurisdictions across Canada and Australia. Her research interests include science and biology education; sustainability, climate change, and environmental education; and collaborative/activist research.Russell Tytler is Alfred Deakin Professor and Chair in Science Education at Deakin University, Australia. He has researched and written extensively on student learning and reasoning in science. His interest in the role of representation as a multimodal language for reasoning in science extends to pedagogy and teacher learning. He is widely published and has been chief investigator on a range of Australian Research Council and other research projects.Joseph Ferguson, is an educational researcher and teacher educator at Deakin University, Australia, working in science and environmental education. He is interested in exploring reasoning inside and outside the classroom, in particular in its creative forms.John Cripps Clark, teaches and researches in science communication, science education and cultural-historical activity theories. His most recent projects have been in STEM education, working with colleagues and teachers to develop various pedagogies. He has used Vygotsky's method of dual stimulation to teach and understand digital literacy and primary science teaching, and is passionate about improving the learning experiences of off-campus students.
Peta J. White is a Senior Lecturer of Science and Environmental Education at Deakin University, Australia. She has worked in classrooms, as a curriculum consultant and manager, and as a teacher educator in several jurisdictions across Canada and Australia. Her research interests include science and biology education; sustainability, climate change, and environmental education; and collaborative/activist research.Russell Tytler is Alfred Deakin Professor and Chair in Science Education at Deakin University, Australia. He has researched and written extensively on student learning and reasoning in science. His interest in the role of representation as a multimodal language for reasoning in science extends to pedagogy and teacher learning. He is widely published and has been chief investigator on a range of Australian Research Council and other research projects.Joseph Ferguson, is an educational researcher and teacher educator at Deakin University, Australia, working in science and environmental education. He is interested in exploring reasoning inside and outside the classroom, in particular in its creative forms.John Cripps Clark, teaches and researches in science communication, science education and cultural-historical activity theories. His most recent projects have been in STEM education, working with colleagues and teachers to develop various pedagogies. He has used Vygotsky's method of dual stimulation to teach and understand digital literacy and primary science teaching, and is passionate about improving the learning experiences of off-campus students.