New Science Education Researchers in Dialogue: Impressions of our Field

Authors

  • Erin Sperling OISE/University of Toronto
  • Jesse Bazzul OISE/University of Toronto

Keywords:

Dialogue, science education, new researchers, qualitative research, graduate students, collaborative writing

Abstract

Dialogue forms an important tool for two early career researchers concerned with science education and making sense of what they see as driving forces in research. Tensions between theory and practice, induction of the individual into educational research cultures, issues of equity, and the purposes and pitfalls of educational research become the structure of a reflective dialogue. The process of meta-reflection hurtles the authors into a better understanding of their current positions in relation to science education and thereby becomes an empowering way for the authors to begin to gain insight and understanding into their place(s) in the research community.

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Published

2014-03-27

Issue

Vol. 5 No. 1 (2014)

Section

Position Paper/Essai

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