{"title":"Experimental research into teaching innovations: responding to methodological and ethical challenges","authors":"K. Taber","doi":"10.1080/03057267.2019.1658058","DOIUrl":null,"url":null,"abstract":"ABSTRACT Experimental studies are often employed to test the effectiveness of teaching innovations such as new pedagogy, curriculum, or learning resources. This article offers guidance on good practice in developing research designs, and in drawing conclusions from published reports. Random control trials potentially support the use of statistical inference, but face a number of potential threats to validity. Research in educational contexts often employs quasi-experiments or natural experiments rather than true experiments, and these types of designs raise additional questions about the equivalence between experimental and control groups and the potential influence of confounding variables. Where it is impractical for experimental studies to employ samples that fully reflect diverse populations, generalisation is limited. Series of small-scale replication studies may be useful here, especially if these are conceptualised as being akin to multiple case studies, and complemented by qualitative studies. Control conditions for experimental studies need to be carefully selected to provide the most appropriate test for a particular intervention, and considering the interests of all participants. Control groups in studies that replicate innovations that have been widely shown to be effective in other settings should experience teaching conditions that reflect good practice and meet expected teaching standards in the research context.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.7000,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2019.1658058","citationCount":"28","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/03057267.2019.1658058","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 28
Abstract
ABSTRACT Experimental studies are often employed to test the effectiveness of teaching innovations such as new pedagogy, curriculum, or learning resources. This article offers guidance on good practice in developing research designs, and in drawing conclusions from published reports. Random control trials potentially support the use of statistical inference, but face a number of potential threats to validity. Research in educational contexts often employs quasi-experiments or natural experiments rather than true experiments, and these types of designs raise additional questions about the equivalence between experimental and control groups and the potential influence of confounding variables. Where it is impractical for experimental studies to employ samples that fully reflect diverse populations, generalisation is limited. Series of small-scale replication studies may be useful here, especially if these are conceptualised as being akin to multiple case studies, and complemented by qualitative studies. Control conditions for experimental studies need to be carefully selected to provide the most appropriate test for a particular intervention, and considering the interests of all participants. Control groups in studies that replicate innovations that have been widely shown to be effective in other settings should experience teaching conditions that reflect good practice and meet expected teaching standards in the research context.
期刊介绍:
The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to:
maintaining and developing the highest standards of scholarship associated with the journal;
publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin;
publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity.
Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers.
Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.