Integral Methodological Pluralism in Science Education Research: Valuing Multiple Perspectives

Autor/inn/en	Davis, Nancy T.; Callihan, Laurie P.
Titel	Integral Methodological Pluralism in Science Education Research: Valuing Multiple Perspectives
Quelle	In: Cultural Studies of Science Education, 8 (2013) 3, S.505-516 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-012-9480-5
Schlagwörter	Science Education; Educational Research; Research Methodology; Models; Theories + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Analogiemodell; Theory; Theorie
Abstract	This article examines the multiple methodologies used in educational research and proposes a model that includes all of them as contributing to understanding educational contexts and research from multiple perspectives. The model, based on integral theory (Wilber in a theory of everything. Shambhala, Boston, 2000) values all forms of research as true, but partial. Consideration of objective (exterior) forms of research and data and subjective (interior) forms of research and data are further divided into individual and collective domains. Taking this categorization system one step further reveals eight indigenous perspectives that form a framework for considering research methodologies. Each perspective has unique questions, data sources, methods and quality criteria designed to reveal what is "true" from that view. As science educators who guide our students' research, this framework offers a useful guide to explain differences in types of research, the purpose and validity of each. It allows professional science educators to appreciate multiple forms of research while maintaining rigorous quality criteria. Use of this framework can also help avoid problems of imposing quality criteria of one methodology on research data and questions gathered using another methodology. This model is explored using the second author's dissertation research. Finally a decision chart is provided to use with those who are starting inquiries to guide their thinking and choice of appropriate methodologies to use when conducting research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10