Developing a Research Agenda in Science Education |
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| Authors: | Email author" target="_blank">Patricia?E?SimmonsEmail author Herb?Brunkhorst Vincent?Lunetta John?Penick Jodi?Peterson Barbara?Pietrucha |
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| Institution: | (1) Institute for Mathematics & Science Education and Learning Technologies, Regional Center for Education & Work, University of Missouri-St. Louis, Suite 7, One University Blvd., 63121 St. Louis, Missouri;(2) Institute for Science Education, California State University, 92407, 5500 University Parkway, San Bernardino, California;(3) Penn State University, 155 chambers, 16802 University Park, Pennsylvania;(4) Department of Math, Science, and Technology Education, North Carolina State University, 326 Poe Hall, Box 7801, 27695 Raleigh, North Carolina;(5) National Science Teachers Association, 1840 Wilson Blvd., 22201 Arlington, Virginia;(6) 706 Third Avenue Rear, Bradley Beach, 07720, New Jersey;(7) Kansas State University, 252 Bluemont Hall, 1100 Mid-Campus Drive, 66506 Manhattan, Kansas |
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| Abstract: | The Science Summit reinforced a question upon which many of us in science education are focused: How can we, the science education community of researchers, practitioners, and consumers, lead policy? We include a brief review of the No Child Left Behind Act and its implications for teachers, and elaborate about one ongoing and growing effort to answer the concerns about the paucity of research expressed at the Summit. We describe a unique and growing collaboration across professional science education and science organizations and societies that focuses on the development of a research agenda. The term ‘consilience’ refers to the “jumping together of knowledge” that leads to scientific advancements, progressive, creative, fluid scientific research and intellectual capacity to move a research community toward an enlightened research agenda. A coherent research agenda enables us to specify what we know, what we need to know, and how research can be employed for creating and implementing policy. The use of a dynamic organizer (such as Pasteur’s Quadrant) for a research matrix of topics provides a possible structure for organizing and cataloging research questions, designs, findings from past studies, needed areas for research, and policy implications. Through this unique collaboration, the science education community can better focus on needs and priorities and ensure that teachers, policy makers, scientists, and researchers in education at local through national levels have an important stake in research priorities and actions. |
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| Keywords: | research agenda science education professional organizations |
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