This book presents an overview of the methodological innovations and developments present in the field of STEM education research as well as providing a practically orientated resource on research method design more broadly.
Featuring a range of international contributors in the field, the book provides a compendium of exemplary innovative methodological designs, implementations, and analyses that answer a variety of research questions relating to STEM education disciplines. Charting the thinking behind the design and implementation of successful research investigations, the book’s two parts present an accessible and pragmatically framed set of chapters that cover a range of important methodological areas presented by active researchers in the field. Ultimately, this book presents a comprehensive resource that explores the act of educational research as related to STEM.
By showcasing key methodological principles with guidance on practical approaches underpinned by theory, the book offers scholarly research-informed suggestions for practice. It will be of great interest to researchers, academics, and students in the fields of STEM education and education research methods, as well as educational research more broadly.
Author(s): Thomas Delahunty, Máire Ní Ríordáin
Series: Routledge Research in STEM Education
Publisher: Routledge
Year: 2022
Language: English
Pages: 215
City: London
Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
Foreword
List of conributors
Introduction
The complexity of STEM education
Purpose and rationale for the book
Organisation of the book
Part I : developing critical dispositions towards STEM education research
Part II: the methodological possibilities in STEM education research
References
Part I: Perspectives on research in STEM education
Chapter 1: The Philosophy of Educational Research in STEM
Introduction
Common Paradigms in STEM Educational Research
Positivism
Interpretivism
Pragmatism
Towards a New Paradigm for Educational Research in STEM
Conclusion
References
Chapter 2: Defining STEM education research: Tensions and opportunities
Introduction
Pre-disciplinary knowledge
Why do we have disciplines?
Differences between disciplines
Multi-, inter-, and transdisciplinary knowledge
Different meanings of the acronym STEM
Opportunities
Tensions in interdisciplinarity
Concluding remark
References
Chapter 3: STEM education research as ‘designerly’
Introduction
STEM and the dichotomy of ‘knowing’ and ‘doing’
Pedagogy, practice, and demands of research
Making thinking explicit
Modelling futures
Conclusions
Note
References
Chapter 4: The learning sciences as a mindset for STEM education research
Introduction
‘Better education’ and the purpose of educational research in STEM?
Monopolies on ‘THE’ research epistemology
Epistemologies and learning mindsets
The learning sciences: an epistemological reading
Conclusion
Notes
References
Part II: Designing and approaching investigations in STEM education
Chapter 5: Case study approaches
Introduction to case studies and research context
When and how to adopt a case study research approach
What is a case study approach?
When to use a case study research approach
Choosing between single and multiple-case studies
What do case study research data look like and how to analyse it?
What did a case study research approach allow me to see?
What are the key considerations in using a case study research approach?
Where would I direct people to learn more about case study research?
References
Chapter 6: Large-scale Quantitative Studies
Introduction
Complex Sampling Designs: Consequences for Research Questions
Complex Sampling Designs: Consequences for Data Analysis
Sampling Weights
Clustering Effects
Balanced Incomplete Block Design: Consequences for Analyzing Assessment Outcomes
Advantages and Disadvantages of Using Data from Large-Scale Studies in Education
Considerations When Using Data from Large-Scale Studies in Education
Resources for Learning More about These Topics
References
Chapter 7: Conducting video studies
Introduction
Addressing the research questions?
What are video methods?
When is it appropriate to use video methods?
Multi-disciplinary research
Communicational research
Multimodal research
Characterising the data
Data collection
Data analysis
Advantages and challenges of using video methods
Advantages
Challenges
Key considerations in using this approach
Further reading
References
Chapter 8: Design-based research
Introductory/background
Understanding the problem in context
Characterising a DBR study
Developing a theoretical framework
Developing a conceptual framework
Multiphase research cycles – a challenge specific to DBR
What does the data look like and how can I analyse it?
Data generation and analytical frameworks
Advantages and disadvantages of the DBR
Key considerations in using a DBR approach
Further reading and resources
References
Chapter 9: Conversation analysis
Introduction
Introducing conversation analysis
What did the data look like and how did I analyse it?
The questions asked and how they are answered
How did I try to answer the questions?
What are the key considerations in using this approach?
Where would I direct people to learn more about this approach?
References
Chapter 10: Multicomponent and cognitive interviewing
Introduction
How did I try to answer the questions?
Multicomponent interviewing
Cognitive interviewing
What did the data look like and how did I analyse it?
What did the method allow me to see?
What are the key considerations in using this approach?
Further resources
References
Chapter 11: Questionnaire design and implementation
Introduction
How did we try to address these research questions?
Designing the questionnaire
Implementing the questionnaire
What did the data look like and how did we analyse it?
Advantages and disadvantages of using a questionnaire
Key considerations in questionnaire design and implementation
To learn more about this approach
Note
References
Chapter 12: Lesson Study
Introduction to Lesson Study
How does Lesson Study work in practice?
Researching with Lesson Study: a case study
What did the data look like and how did I analyse it?
What did the method allow me to see and how well did it show me?
What are the key considerations in using this approach?
Where would I direct people to learn more about this approach?
References
Chapter 13: Action research
Introduction
What is the process of action research?
When is it appropriate to use action research?
Types of action research
Modes of action research
What do data look like when conducting action research?
Data collection methods
Research notebook
Student feedback forms
Supporting documents
Interviews
How to analyse data in action research
Reading data
Selecting data
Presenting data
Interpreting data and drawing conclusions
Advantages and disadvantages of action research
Things to consider when conducting action research
Resources for learning more about action research
Books
Journal articles
Organizations
References
Chapter 14: Grounded theory
Background
How did I try to answer the questions?
‘Emerging’ from the data
Constructivist grounded theory
Study context
Framing and reframing the study
What did the data look like and how did I analyse it?
Pre-existing theoretical knowledge
Data analysis
What did the method allow me to see and how well did it show me?
What are the key considerations in using this approach?
Where would I direct people to learn more about this approach?
References
Chapter 15: Ethnographic Approaches in STEM
Introduction
Ethnography and Peak Events
Applying Peak Events: A Case Example
Preparing for Data Collection
Collection of Data
Data Analysis
Advantages and Disadvantages of Peak Events
Key Considerations
Further Reading and Resources
Ethnographic Methods
Qualitative Research
Application of Peak Events
References
Chapter 16: Approaches to Policy Analysis
Introduction
Thematic Analysis of Policy Documents
Ideal Types as an Analytical Tool
Applied Example of Using Ideal Types as an Analytical Tool
Advantages and Disadvantages of These Approaches to Policy Analysis
Key Considerations
Further Reading
References
Chapter 17: Evaluation as a research approach
Introduction
What is evaluation and when is it appropriate to use it?
Evaluation and research
Evaluation forms
Evaluation frameworks, processes, and designs
What did the data look like and how was it analysed?
What did the method allow me to see and how well did it show me?
What are the key considerations in using this approach?
Where would I direct people to learn more about this approach?
Note
References
Chapter 18: Conclusions and Future Directions in STEM Education Research Approaches
Introduction
Conclusions
Future Directions
Final Thoughts
References
Index
