What do we know about the selection of action research methodologies in primary science education? – A systematic literature review.
Saved in:
| Title: | What do we know about the selection of action research methodologies in primary science education? – A systematic literature review. |
|---|---|
| Authors: | Kamarudin, Muhammad Zulfadhli1,2 (AUTHOR), Mat Noor, Mohd Syafiq Aiman3 (AUTHOR) s.matnoor@leeds.ac.uk |
| Source: | Educational Action Research. Dec2024, Vol. 32 Issue 5, p825-847. 23p. |
| Subject Terms: | *Primary school teachers, *Action research, *Research personnel, *Science education, *Research methodology |
| Abstract: | Since the development of the notion of the teacher-researcher, a range of published action research studies have focused on school-based pedagogy. Scholars agree that action research is an essential tool for teachers to improve their practice, but there is little known about the process underpinning teachers' choice of particular action research methodologies in primary science education. In this systematic literature review, 33 articles were reviewed to examine the methodological considerations teacher-researchers made when conducting action research within the primary school context, as well as the quality of the action plans and the impacts of the research on children's learning in science. The systematic review navigated existing primary science studies, focusing on methodological considerations in the choice of particular types of action research. With regards to the quality of action research studies, the reviewed articles had a good average score for all three types of validity. In terms of the effects of the employed action research methodologies, most studies demonstrated positive impacts on children's learning in science. Based on this review, it is recommended that future researchers be encouraged to carry out action research in their classroom settings, as most authors in the review favour this approach. Researchers should also examine the outcome, process, and democratic validity of their action research studies to generate better quality action plans. Lastly, primary school science teachers can adopt the various action research methodologies employed in this review since most studies support their positive impacts on children's learning in science. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Since the development of the notion of the teacher-researcher, a range of published action research studies have focused on school-based pedagogy. Scholars agree that action research is an essential tool for teachers to improve their practice, but there is little known about the process underpinning teachers' choice of particular action research methodologies in primary science education. In this systematic literature review, 33 articles were reviewed to examine the methodological considerations teacher-researchers made when conducting action research within the primary school context, as well as the quality of the action plans and the impacts of the research on children's learning in science. The systematic review navigated existing primary science studies, focusing on methodological considerations in the choice of particular types of action research. With regards to the quality of action research studies, the reviewed articles had a good average score for all three types of validity. In terms of the effects of the employed action research methodologies, most studies demonstrated positive impacts on children's learning in science. Based on this review, it is recommended that future researchers be encouraged to carry out action research in their classroom settings, as most authors in the review favour this approach. Researchers should also examine the outcome, process, and democratic validity of their action research studies to generate better quality action plans. Lastly, primary school science teachers can adopt the various action research methodologies employed in this review since most studies support their positive impacts on children's learning in science. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 09650792 |
| DOI: | 10.1080/09650792.2023.2261502 |
