scholarly journals Strategies for the Development and Application of Research Frameworks in Sciences Education Research

2021 ◽  
Vol 11 (6) ◽  
pp. 1
Author(s):  
Lindelani Mnguni
Keyword(s):  
Social Sciences ◽  
Science Education ◽  
Education Research ◽  
Conceptual Framework ◽  
Nature Of Science ◽  
Theoretical Framework ◽  
Current Paper ◽  
Science Education Research ◽  
The Difference ◽  
Research Frameworks

Recent research in social sciences and education shows that a significant number of studies are neither reproducible nor repeatable. This compromises the validity, reliability and trustworthiness of these studies, as they violate the prescriptions of the nature of science. This lack of validity, reliability and trustworthiness could be due to poorly conceptualized research frameworks, including the conceptual framework and theoretical framework. Additionally, there is an apparent confusion on the difference between the research frameworks and their role in research. The current paper defines the different research frameworks that are used in science education. It also provides systematic strategies for the development and application of research frameworks in science education research. By using these systematic strategies, researchers could enhance the validity, reliability and trustworthiness of their research.   Received: 2 August 2021 / Accepted: 18 September 2021 / Published: 5 November 2021

scholarly journals Diversity, Multiculturalism and Science Education at Enpec

2020 ◽  
pp. 497-521
Author(s):  
Hiata Anderson Nascimento ◽  
Guaracira Gouvêa
Keyword(s):  
Human Rights ◽  
Science Education ◽  
Education Research ◽  
Working Group ◽  
Research Question ◽  
Theoretical Framework ◽  
Learning Processes ◽  
Science Education Research ◽  
Analysis Approach ◽  
Teaching Learning

The goal of this paper is to provide an overview of the thematic group created at the 2009 Enpec [Brazilian National Conference on Science Education Research] edition under the name Diversity, Multiculturalism and Science Education (DMSE). Our research question was: What is that working group like? We set out to examine the group’s production considering the DMSE sessions to be a forum where research is presented and debated. The methodology involved reading and organizing presentation titles, abstracts, keywords, problem questions, and references using the Free Interpretation Analysis approach, which  draws connections between a researcher’s perspective and their study’s theoretical framework. Graphs show the most frequent topics within DMSE studies and their oscillations over the years. This paper provides data and results indented to help: a) mapping Science Education studies, observing how they address the reality and the particular conditions of teaching-learning processes in different Brazilian schools; b) introducing a more critical vein to the education of those involved in Science Education , encouraging them to think beyond instrumental aspects and to incorporate a political and ethical approach committed to building a less unequal society and to the defense of human rights; and c) advocating for a more plural Science Education,  in which diverse voices can be heard.

scholarly journals Views of Trainee Science Teachers in Kuwait Regarding the NoS Dimensions and Their Conception of Creativity in Science Education

2020 ◽  
Vol 8 (12) ◽  
pp. 1
Author(s):  
Ahmad Shallal Alshammari ◽  
Hamed Jassim Alsahou ◽  
Joza M Alshemmari
Keyword(s):  
Science Education ◽  
Education Research ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Knowledge ◽  
Pedagogical Practices ◽  
Science Education Research ◽  
Structured Interviews ◽  
Trainee Teachers ◽  
Science Educators

Science educators are often advised to pay attention to trainee teachers’ views on issues related to education, particularly the nature of science (NoS). Views on the NoS can be translated into pedagogical practices and then transferred to students; therefore, teachers should hold informed views about the NoS. This study sought to explore the views of trainee science teachers in Kuwait about the NoS and its aspects or dimensions. It also aimed to identify the possible connections among the NoS dimensions and teachers’ views on creativity in science. This multi-method study involved 152 trainee science teachers. The research instruments consisted of a questionnaire about teachers’ views of the nature of science (VNoS), a questionnaire about teachers’ views of creativity in science education, and semi-structured interviews. The findings revealed that trainee science teachers hold naïve and sometimes perplexing views of the NoS dimensions, and they are more likely to follow a traditional positivist worldview when they discuss the nature of scientific knowledge. Also, the findings revealed trainee teachers’ views of creativity in science education as well as significant correlations among six NoS dimensions and creativity. Detailed findings are discussed to draw conclusions and address possible suggestions for science educators and for the community of science education research.

UNDERSTANDING RESEARCH PARADIGMS: TRENDS IN SCIENCE EDUCATION RESEARCH

2012 ◽  
Vol 43 (1) ◽  
pp. 110-118
Author(s):  
Sebastian Szyjka
Keyword(s):  
Science Education ◽  
Education Research ◽  
Quantitative Research ◽  
Quantitative Methods ◽  
Social Science Research ◽  
Science Research ◽  
Science Education Research ◽  
Collective Interest ◽  
Qualitative And Quantitative Methods ◽  
The Masses

This essay offers several insights regarding the principles of qualitative and quantitative methods, defining how they shape the empirical process as well as knowledge acquisition in social science research. A comprehensive discussion includes comparing the assumptions and techniques of each paradigm, as well as a description of their respective strengths and weaknesses in research. These paradigms are examined in terms of past trends in science education research, indicating that over the last several decades a shift in approach from the quantitative to qualitative has occurred. The central thesis of the essay contends that methodological decisions should be based in pragmatism, rather than a pre-existent set of philosophies or beliefs irrespective of context. Implications for research are discussed in terms of the findings of several science education content analysis studies, conveying that research methods often coincide with the collective interest of the masses, policy, educational reform or program developments. Key words: paradigm decisions, qualitative research, quantitative research, science education, trends.

Sign in / Sign up

Export Citation Format

Share Document