Methodological Approaches to STEM Education Research Volume 3

We live in challenging and uncertain times, with profound implications for the purpose and nature of education. The crises of the Anthropocene, with the related climate-related challenges, biodiversity loss, a global pandemic, and changes to the world of work driven by science and technology innovation and the ascendency of data and knowledge, pressure us to rethink how we prepare people for such futures. This, in turn, has changed the landscape of educational research, perhaps particularly in the areas of mathematics, health and environmental education research that are so central to responding to these global pressures and potential solutions. We need to think critically about education research design and practice as part of a considered and robust discussion of education research theory and practice that will inform and help shape education systems into the future. This volume responds to these challenges, casting fresh light on contemporary methodologies fit for reconsidering education into the future. Chapters explore post-qualitative inquiry, with overviews and practices, arts-based and interdisciplinary methodologies, self-study and auto-ethnography for the Anthropocene, co-design with teachers, researching for system change, the ethics of ‘netnography’, and principles and practices of literature review.

This book is part of a series. View the full series, "Contemporary Approaches to Research in STEM Education", here.

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 at the School of Education at Deakin University, Australia. 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.

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