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Science Education, Department of Curriculum and Instruction

Research Methods in Science Education
Dr. Chris Lawrence

A comprehensive survey of research methodology used in studying science education is conducted in this course. Participants develop skills in interpreting a variety of research studies. Particular emphasis is placed on interpretative methodologies.

Participants will develop understandings of the realm of research from quantitative to qualitative methodologies , of the major philosophical and theoretical positions which guide research in science education, of issues associated with science education research, and the knowledge and skills necessary to interpret and produce quality research. As a result of analyzing and conducting research, participants become familiar with current studies in science education. Participants are expected to become a consumer as well as a producer of research. The course is designed for beginning masters level students. More specifically, participants are expected to:

• Analyze research issues, articles, and methodologies through readings, discussions and experiential activities.
• Participate in and design a variety of data gathering and analysis techniques.
• Conduct and present a research project utilizing qualitative or mixed methodologies.
• Develop their own positions on and views of conducting research and defend them

Attendance, preparation, and active participation in class and over email are expected as an integral component of this course. Assignments must be thoroughly prepared, clear, show depth of reflection and analysis, and be completed on time with grammar, spelling, and presentation of a professional quality. Participants are expected to do all assigned readings, read widely on their own about approaches to and examples of a variety of research methods, and regularly utilize computer software programs, library facilities, and other research resources and tools. Assigned readings are meant as a minimum, outside reading is expected. Assignments should be completed on the computer, some may be initially hand written as indicated.

• Creswell, J. W. (1994). Research design: Qualitative & quantitative approaches. London: Sage.
• Maykut, P., & Morehouse, R. (1994). Beginning qualitative research: A philosophic and practical guide. London: Falmer Press.

Assignments will be assessed by both the instructor and the participants. Participants will be asked to develop and defend some criteria for assessments. The final grade will be based on a 100 point scale.

• Research Project (50 points)
• Binder/Website (50 points)

The email discussion group will be used to examine issues and discuss ideas related course activities. You are expected to be an active contributor in the discussions as well as active in considering other ideas and viewpoints represented. Specific assignments related to the research paper and grading will be outlined in class.

Documenting Your Work:

All your assignments should be documented in a binder or on your own website and should be well organized, clear, accessible and up-to-date. You should bring your binder to class each week (we can access websites from the room but at some points you may need a hard copy to bring with you). Your documentation will show both your learning, your products, and your level of participation in the class. We will determine how to assess the binder and assign grades as a group.

You should keep one section of the binder/website for evaluating this course and suggesting changes and additions. Keep notes on your ideas, how different interactions and assignments help you develop understandings, peers’ reactions, processes of interaction, the general tone and environment, etc. during class and as you do assignments. Your evaluations may range from the practical to the philosophical and from individual assignments to redesigning the course structuring and overall emphases. However, a broad range and thorough examination is expected. You are also encouraged to focus your evaluation in a particular area related to your interests, for instance, 1) how the course could be delivered entirely over the web, 2) what resources, tools, experiences, and modes of interaction should be available to participants or promoted, 3) should the binder/website be focused around larger themes of research, 4) what types of assessment could/should be used, 5) etc., etc., etc.

Unless otherwise indicated presentation will be conducted in a discussion format. The following is a basic outline of major topics we will consider. However, we will cycle back through many of these topics in progressively more depth throughout the semester.

1 Introduction to different research traditions

The relationship of research to philosophy , theory and practice

Pragmatism vs. paradigm allegiance

Current dilemmas in research methodology and quality

2 Developing research questions and a focus of inquiry.

Adding to the science education research base (Gallagher)

Developing a theoretical frame (Kyle)

Research programs

3 Designing methodology to explore your questions(s)

Cohesiveness in a research study

Data collection and analysis

4 Writing a research proposal

Writing and communicating your research

The following journals are available in the field of science education (Other journals may contribute to your particular interests)