| Description |
1 online resource |
| Series |
Cultural Studies of Science Education Ser. ; v. 20 |
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Cultural studies of science education (2010) ; 20.
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| Contents |
Intro -- Contents -- About the Editors -- Chapter 1: Ethics in Contemporary Science Education Research -- 1.1 Introduction -- 1.2 Ethical Regulations as a Minimum -- 1.3 A Community Responsibility -- 1.4 Methodological Reflections and the Need to Consider Ethical Implications -- 1.4.1 Visual Data as an Example of How New Tools Create New Ethical Challenges -- 1.5 The Particular Ethical Research Challenges for Science Education -- 1.6 Outline of the Book -- References -- Part I: Challenging Existing Norms and Practices -- Chapter 2: The Relevance of Relevance for Research Ethics |
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2.1 Introduction -- 2.2 Relevance Between Inner-Academic Goals and the Needs of Society -- 2.3 The Pragmatic Maxim of Peirce as a Test for Relevance -- 2.4 Relevance and Social Responsibility -- 2.5 Conclusionary Remark -- References -- Chapter 3: Reflections on Research Ethics in Historically Oriented Science Education Research in Canada -- 3.1 Introduction -- 3.2 The Current State of Research Ethics Review in Canada and the Literature -- 3.2.1 Current State -- 3.2.2 The Contributions of Different Scholarly Literatures to the Dialogue on Educational Research Ethics Policies and Protocols |
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3.3 Specifics Regarding Research Ethical Standards -- 3.3.1 Science Education and Historically Oriented Research Methods and Archival Sites -- 3.3.1.1 Qualitative Research and Science Education -- 3.3.2 Data Sources, Types of Information and Ethics -- 3.3.2.1 Written Sources -- 3.3.2.2 Photographs -- 3.4 Conclusion -- References -- Chapter 4: Science Education Practices: Analysing Values and Knowledge -- 4.1 Introduction -- 4.2 Research Ethics: Values in Research -- 4.3 What Is Practice? -- 4.3.1 Practices and Values -- 4.3.2 Practice and Knowledge |
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4.4 An Analytical Tool: Practice-Knowledge and Values -- 4.4.1 A School Science Research Project: An Example for Analysis -- 4.4.2 Applying the Analytical Tool to the Example -- 4.5 Ethical Challenges When Analysing School Science Practices -- 4.6 Concluding Remarks -- References -- Chapter 5: Ethical Considerations in Ethnographies of Science Education: Toward Humanizing Science Education Research -- 5.1 Introduction -- 5.2 Contexts of My Research -- 5.3 Focus of the Ethical Quandaries -- 5.3.1 Benefiting Study Participants and Their Communities |
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5.3.2 Building Relationships with Study Participants -- 5.3.3 Constructing Stories to Tell from the Study -- 5.4 Moving Toward Humanizing Science Education Research -- 5.4.1 Designing of a Research Project -- 5.4.2 Positioning of the Researcher in the Research Setting -- 5.4.3 Writing as an Ethical Conduct of Research -- 5.4.4 Leaving the Research Setting -- 5.5 Conclusion -- References -- Chapter 6: Sex Education-Normativity and Ethical Considerations Through Three Lenses -- 6.1 Focusing on Ethical Concerns with the Lens as a Metaphor -- 6.1.1 Companion Meanings |
| Summary |
This book poses questions on how to work ethically in research on science education. Applying research ethics reflectively and responsibly is fundamental for conducting research with people. It seeks to renew the conversation on how and why to engage with ethics in science education research and to adjust and refine research practices. It highlights both the need for methodological reflections in science education research and the particular ethical research challenges of science education. Science education research involves the study of people - often young and vulnerable people - and their practices. Researchers working within humanities and social science research commonly follow guidelines and codes of conducts set by country-specific ethics committees. Such guidelines function as minimal requirement for ethical reflection. This book seeks to engage the community of science education researchers in a conversation on ethics in science education moving beyond the mere compliance with governmental regulations toward a collective reflection. It asks the question of whether the existing guidelines provided for researchers are keeping up with contemporary realities of the visual presence of individuals in digital spaces. It also asks questions on how participatory research methodologies alters the relations between researchers and practitioners. This book is organized into two parts: Part one is entitled Challenging existing norms and practices. It asks questions such as: What are the conditions of knowledge that shape ethical decision making? Where is this kind of knowledge coming from? How is this knowledge structured, and where are the limitations? How can we justify our beliefs concerning our ethical research actions? Part two Epistemological considerations for ethical science education research centres norms and practices of conducting science education research in regard to methods, validity and scope |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Online resource; title from digital title page (viewed on October 07, 2020) |
| Subject |
Science -- Study and teaching.
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Research -- Moral and ethical aspects.
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Science teachers -- Professional ethics
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Ethics & moral philosophy.
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Study & learning skills: general.
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Teaching of a specific subject.
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Philosophy -- Ethics & Moral Philosophy.
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Science -- Study & Teaching.
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Research -- Moral and ethical aspects
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Science -- Study and teaching
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| Genre/Form |
Electronic books
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| Form |
Electronic book
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| Author |
Otrel-Cass, Kathrin, editor
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Andrée, Maria, editor
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Ryu, Minjung, editor
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| ISBN |
9783030509217 |
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3030509214 |
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9783030509217 |
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3030509214 |
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