B Ed (Hons)
Research Methodology for STEM
researchers
Module Code HRMSSOY
Contact Session 1
23 February 2023
•Lecturer: Prof G Lautenbach
So who is this person before you??????
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The many faces of your lecturer:
Prof G Lautenbach
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But what do I really do?
Teacher and supervisor
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My Research Interest?
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Learning technologies for the
advancement of 21st century
skills
Has learning changed,
or is it only the tools of
learning that have
changed?
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So what is your research interest?
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STEM (Science Technology Engineering
and Mathematics)
• A cross-disciplinary pedagogical integrative philosophy.
• STEM has been embraced in an attempt to prepare students for
an uncertain and shifting work landscape.
• Fastest growing skill sector in the world is in STEM-related
industries.
• The ever-changing nature of the field of education – a rich
background against which researchers can attempt to answer
questions and probe issues that “bother” us regarding STEM
education.
• It is these educational problems that drive the practice of “doing
research”.
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Solving real-world problems
• We need to increase the range of ways we describe, interpret,
and evaluate the educational world.
• Research assists us to achieve a deep understanding of our
educational and social world.
• This research tradition enables us to become more aware of how
we influence what we research, how we research, and why we
research.
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What does it mean to be a
postgraduate student? A scholar?
–What distinguishes a good student from a
great student?
–Personal qualities (persistence, tenacity, coping skills)
–Reading broadly & deeply & beyond the
required texts
–Regular study – at least 2 hours per day
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Prescribed Texts… no need to buy
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• Henning, E., Van Rensburg, W. & Smit, B. (2004). Finding
your way in qualitative research. Pretoria: Van Schaik.
• Henning, E., Van Rensburg, W. & Smit, B. (2005). Finding
your way in academic writing. Pretoria: Van Schaik.
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HRMSSOY Home
Page Menu
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Module Documents:
• All you need is available in BlackBoard
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Unit Documents & Resources:
All included in BlackBoard
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Good introduction to Qualitative Research
Full of useful resources and information
Will save you hundreds of Rands in text books
Will save you hours of time searching for information
AND… it is ALL integrated into this module (In BlackBoard)
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Tutors
Sorry… not this year!
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Guided exercise for conceptualising a
research study
• The Deacon & Parker chapters will guide you through
the conceptualisation of a research project.
• It provides a section titled Guidelines 1: Getting
Research Going (starting on p8).
• Complete the exercises from p10 -14 before the next
session
• The main assignment in this module is the completion
of a research proposal form - so this is excellent
practice for now :)
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Exercise 2: Kickstart your research
• The “Kickstart your research exercise is another way to
conceptualize a research project.
• Complete this exercise as well before session 2
• Some duplication - but may stimulate thinking in other
ways
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Unit 1: Introduction - What is
research?
• Unit outcomes: Students should be able to:
– Think and argue about the role of research in education
– Understand the debate around quantitative and qualitative
research
– Acknowledge the possibilities of “mixed method research”
– Comprehend concepts such as epistemology, ontology and
methodology
– Consider a variety of research paradigms for implementation
in a research project
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Unit 1: Introduction - What is research?
• Unit outcomes continued: Students should be
able to:
– Reflect on a rationale for choosing various methodologies
with a specific research design
– Reflect critically on the role of the researcher
– Argue the importance of research ethics
– Conceptualise a research project based on sound ethical
conduct
– Critique research projects based on their designs and the
research methodologies implemented
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Aims of Research?
• To describe phenomena or events
• To explain or explore (why/how/what?)
• To predict future events
• To confirm what we know (knowledge)
• To generate new knowledge
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Nonsense research
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Why is research important?
Adds to the body of knowledge
Improves practice
Informs theory and policy
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More about research?
• Different forms of research?
– Asking people questions - Listening - Observing
– Evaluating resources, programmes
– Surveys
• Can be messy – frustrating - unpredictable
• Research in education can be enjoyable
• Code of conduct for researchers?
• Morals and ethics in research
• Research in the classrooms vs. laboratory research
• Systematic curiosity
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How do we do research?
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Steps for conducting research
• Research problem and research question
• Review the literature
• Clarify the purpose
• Collect data
• Analyse and interpret data
• Relate findings to the research question
• Report on findings
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Qualitative & Quantitative
Research
•Qualitative
–Textual data (words)
•Quantitative
–Numerical data
Interviews
Observations
Questionnaires
Surveys
–Context specific
findings
–Generalise results
–Depth, complexity &
richness of lived
experience
–Numbers & Statistical
complexities
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Qualitative vs. Quantitative
(examples)
• Quantitative:
• Qualitative:
• The relationship between • How a rural location
types of learning activities shapes the learning
and geographic location
activities of children
(rural vs. urban)
(correlational study)
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Qualitative vs. Quantitative
(examples)
• Quantitative: Strategies • Qualitative: How
teachers prefer to use in teachers negotiate the
handling classroom
resolution of classroom
discipline problems
discipline problems
(survey)
Qualitative vs. Quantitative
(examples)
• Quantitative: Who
continues to work
after retirement and
why? (survey)
• Qualitative: How
retirees adjust to life
after work
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Quantitative Research
• 1 Hour workshop to be arranged to deal with quantitative
research.
• Wednesday afternoon 15 March? – Online  To be confirmed!!
• Prof M Ndlovu
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Mixed Methods Research
•Also known as:
–Integrated designs
–Multi-method designs
–Multi-methodology
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Decisions about selecting a
mixed methods strategy
• Sequence of Qualitative/Quantitative data
collection?
• Priority given to each?
• When will data & findings from each be
integrated? (Explanatory / Exploratory)
• Will an overall theoretical perspective be
used? (e.g. gender, race, class or a theory from the social
sciences?)
Qualitative Research
• Systematic and disciplined investigation /
inquiry to increase knowledge and
understanding
• It focuses on understanding the way people
interpret & make sense of their lives and the
world in which they live
• Investigates social phenomena in their natural
settings
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Qualitative Research
• Examine participant’s perspectives of events, beliefs,
or practices: from their point of view
• For deeper understanding: through first hand
experience
• Researcher is the primary instrument
• “Thin” vs. “Thick” descriptions – beyond exploration and
description… (Lifeworld, conceptual richness, lived experience)
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Philosophies and Theories of Research
• Can you reflect on your philosophies and theories in relation to
your practice as educator?
• Can you justify why you position your research in the way you
do?
• Purpose of study in 1 sentence (incl. 1 thing that bothers you)
– The purpose of this study is to… (verb)
– e.g. Predict, change, improve, understand, deconstruct, test, etc…
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Philosophies of Knowledge / Epistemologies
• Positivist /postpositivist framework
Quantitative approach or
simple descriptive
qualitative content
analysis
– Predict
– Test
• Interpretivist / constructivist framework
– Understand
– Construct
Qualitative approach
(discursive?)
• Critical framework
– Change
– Improve
Qualitative action
research or design
based-research
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Paradigms & Methodology:
(Chapter 2: Henning, Van Rensburg, Smit)
Positivist
Interpretivist Pragmatist
Constructivist
Search for certainty
‘real’ reality
Finding truth
Search for
understanding
Constructed and
interpreted reality
Real-world practice
oriented
Test theory
Observe & measure
Predict
Control
Generalise
Qualitative
interpretation
To gain meaning
Problem-centered
Mixed methods
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A Theoretical Perspective for
Qualitative Inquiry
Constructivist /Interpretive Paradigm
• Ontology: What is the nature of reality? or the
theory of existence
– Reality is socially constructed and interpreted
– Multiple reality is constructed through human
interaction
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A Theoretical Perspective for
Qualitative Inquiry (Continued)
Constructivist /Interpretive Paradigm
• Epistemology: How do we know the world?
Theory of knowledge and learning;
–Events are understood through mental processes of
interpretation
–Findings are ‘created’ / Meaning is constructed
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Methodology
• Methodology: Theory of method
–How do we gain knowledge about the
world?
–Systematic and disciplined investigation?
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A variety of methodologies in 1 study?
Narrative
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A Hybrid of Research Methodologies
• Integration of methodologies & methods spawned
by the ‘interpretive turn’ in social science research
• Rapidly changing and complex social world / new
social contexts & perspectives
• ‘Alternative’ research methods / ‘blurred genres’
• Multiple methods of data collection & analysis
Any one methodology is by definition, partial and
incomplete
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Reminder… Homework:
Free and open source texts
• Under the Unit 1 link (Deacon & Parker).
• Go through the exercises in section 1 starting on p10 onward.
• Also complete the Kickstart your research exercise
• This will give you an idea of how to conceptualise a research
project.
• Please do this before session 2
so that we are all "on the same page".
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Reasons why completing research is
harder than having a baby
Conceiving a baby is WAY more fun than conceiving a topic.
You know exactly how long a pregnancy takes – not so with
research.
Friends and relatives don't question the worth of a baby like they
will with your research.
You don't need to explain repeatedly to friends and family what it
takes to make a baby and why you're not finished yet.
Reasons why completing research is
harder than having a baby
No one makes you go to university before having a baby.
Everyone will say your baby is cute and you'll believe them.
Babies don't require sticking to a style manual.
You can freely borrow other people's stuff if you're having a
baby and not be accused of plagiarism.
No one will complain if your baby is too similar to another
one.
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Looking forward to seeing you at
the next contact session…
Prof G Lautenbach
B Ring 431
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The end
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