Perspectives in Contemporary STEM Education Research Research Methodology and Design

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