Longitudinal studies into science learning - methodological issues

Tytler, Russell 2009, Longitudinal studies into science learning - methodological issues. In Shelley II, Mack C., Yore, Larry D. and Hand, Brian B. (ed), Quality research in literacy and science education : international perspectives and gold standards, Springer, Dordrecht, Netherlands, pp.83-106.

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Title Longitudinal studies into science learning - methodological issues
Author(s) Tytler, RussellORCID iD for Tytler, Russell orcid.org/0000-0003-0161-7240
Title of book Quality research in literacy and science education : international perspectives and gold standards
Editor(s) Shelley II, Mack C.
Yore, Larry D.
Hand, Brian B.
Publication date 2009
Chapter number 5
Total chapters 28
Start page 83
End page 106
Total pages 24
Publisher Springer
Place of Publication Dordrecht, Netherlands
Summary The Gold Standard for education research promotes randomized controlled trials (RCTs) that can produce generalizable knowledge claims across similar problems and situations. Unfortunately, the Gold Standard does not fully recognize the need for developmental research to better understand the problem space, formulate theory and approaches to teaching and learning, and formulate and pursue associated research questions. This developmental research has been a precursor to the development of interventions together with the necessary instrumentation and technologies required to fully investigate these through the more formal evaluative processes imagined by the Gold Standard. This chapter focuses on longitudinal studies that cover a continuum from such developmental research to research that uses control-experimental features to evaluate interventions. These studies attend to a set of issues dealing with  developmental progressions and learning trajectories that require  investigation over an extended period of time. It will be argued that
these longitudinal studies of a variety of methodological types represent quality research in that rigorous design and implementation produce  evidence-based claims. The chapter examines the nature of the relationship between evidence and claims in these studies, to show the possibility of building in control features every bit as strong as those in classic Gold Standard designs. Further, it will be argued that, given the complexity of learning pathways, a simplistic interpretation of RCTs conducted over the shorter term can be misleading in terms of both internal and external validity claims.
ISBN 9781402084263
Language eng
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category B1 Book chapter
ERA Research output type B Book chapter
HERDC collection year 2009
Copyright notice ©2009, Springer Science+Business Media B.V.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30020028

Document type: Book Chapter
Collections: Faculty of Arts and Education
School of Education
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