Paradigms in Science Education Research
David F. Treagust, Mihye Won
Abstract
From the nature of science studies, science education researchers are familiar with Thomas Kuhn’s theory of paradigm shifts. Kuhn’s main focus was on scientific inquiry and the scientific community, not on social or educational research, but his term “paradigm” provides a convenient reference point to talk about different sets of beliefs, values, and methodologies in educational research. Furthermore, in the education community, and in the science education community in particular, there is still a tendency to ignore/dismiss research studies in other research paradigms. Post-positivists may think that interpretivist studies are anecdotal and not methodologically rigorous enough, and critical theory studies are too politically oriented. Many science education researchers may find the ideology of positivism familiar because it is well integrated within Western academic culture – such as the objective, scientific, logical, evidence-based research as the most desirable form of research.