What do we know about the selection of action research methodologies in primary science education? – A systematic literature review.
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| Title: | What do we know about the selection of action research methodologies in primary science education? – A systematic literature review. |
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| 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 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181054533 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: What do we know about the selection of action research methodologies in primary science education? – A systematic literature review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kamarudin%2C+Muhammad+Zulfadhli%22">Kamarudin, Muhammad Zulfadhli</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mat+Noor%2C+Mohd+Syafiq+Aiman%22">Mat Noor, Mohd Syafiq Aiman</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> s.matnoor@leeds.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Action+Research%22">Educational Action Research</searchLink>. Dec2024, Vol. 32 Issue 5, p825-847. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Primary+school+teachers%22">Primary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Action+research%22">Action research</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+personnel%22">Research personnel</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=181054533 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09650792.2023.2261502 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 825 Subjects: – SubjectFull: Primary school teachers Type: general – SubjectFull: Action research Type: general – SubjectFull: Research personnel Type: general – SubjectFull: Science education Type: general – SubjectFull: Research methodology Type: general Titles: – TitleFull: What do we know about the selection of action research methodologies in primary science education? – A systematic literature review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kamarudin, Muhammad Zulfadhli – PersonEntity: Name: NameFull: Mat Noor, Mohd Syafiq Aiman IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 09650792 Numbering: – Type: volume Value: 32 – Type: issue Value: 5 Titles: – TitleFull: Educational Action Research Type: main |
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