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020 _a9783030509217
024 7 _a10.1007/978-3-030-50921-7
_2doi
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050 4 _aLC8-6691
072 7 _aJNU
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072 7 _aSCI063000
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072 7 _aJNU
_2thema
072 7 _aPD
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082 0 4 _a507.1
_223
245 1 0 _aExamining Ethics in Contemporary Science Education Research
_h[electronic resource] :
_bBeing Responsive and Responsible /
_cedited by Kathrin Otrel-Cass, Maria Andrée, Minjung Ryu.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2020.
300 _aVIII, 217 p. 9 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aCultural Studies of Science Education,
_x1879-7229 ;
_v20
505 0 _aChapter 1. Being responsive (Kathrin Otrel-Cass, Maria Andrée & Minjung Ryu) -- Part I: Challenging existing norms and practices -- Chapter 2. The relevance of relevance for research ethics (Antje Gimmler) -- Chapter 3. Reflections on research ethics in historically oriented science education research in Canada (John Allison & Michaela Vogt) -- Chapter 4. Science education practices: Analyzing values and knowledge when conducting educational research (Gerd Johansen & Trine Anker) -- Chapter 5. Ethical considerations in ethnographies of science education: Toward humanizing science education research (Minjung Ryu) -- Chapter 6. Sex Education: Normativity and ethical considerations through three lenses (Auli Arvola Orlander & Iann Lundegård) -- Chapter 7. Challenging existing norms and practices: Ethical thinking at the science education research boundaries (Jaume Ametller) -- Part II: Epistemological considerations for ethical science education research -- Chapter 8. Ethical challenges of symmetry in participatory science education research: Proposing a heuristic for ethical reflection (Maria Andrée, Kerstin Dankwardt-Lillieström, & Jonna Wiblom) -- Chapter 9. Living authenticity in science education research (Jennifer Adams & Christina Siry) -- Chapter 10. Beyond dichotomies/binaries: 21st century post humanities ethics for science education using a Baradian perspective (Kathryn Scantlebury & Catherine Milne) -- Chapter 11. Students’ ethical agency in video research (Jaakko Hilppö & Reed Stevens) -- Chapter 12. The performativity of ethics in visual science education research: Using a material ethics approach (Kathrin Otrel-Cass) -- Chapter 13. Methodological ethics considerations in science education research: Symmetric, authentic, material, adaptive, and multidisciplinary (Martin Riopel) -- Index.
520 _aThis book poses questions on how to work ethically in research on science education. Applying research ethics reflectively and responsibly is fundamental for conducting research with people. It seeks to renew the conversation on how and why to engage with ethics in science education research and to adjust and refine research practices. It highlights both the need for methodological reflections in science education research and the particular ethical research challenges of science education. Science education research involves the study of people – often young and vulnerable people – and their practices. Researchers working within humanities and social science research commonly follow guidelines and codes of conducts set by country-specific ethics committees. Such guidelines function as minimal requirement for ethical reflection. This book seeks to engage the community of science education researchers in a conversation on ethics in science education moving beyond the mere compliance with governmental regulations toward a collective reflection. It asks the question of whether the existing guidelines provided for researchers are keeping up with contemporary realities of the visual presence of individuals in digital spaces. It also asks questions on how participatory research methodologies alters the relations between researchers and practitioners. This book is organized into two parts: Part one is entitled Challenging existing norms and practices. It asks questions such as: What are the conditions of knowledge that shape ethical decision making? Where is this kind of knowledge coming from? How is this knowledge structured, and where are the limitations? How can we justify our beliefs concerning our ethical research actions? Part two Epistemological considerations for ethical science education research centres norms and practices of conducting science education research in regard to methods, validity and scope. .
650 0 _aScience education.
650 0 _aResearch—Moral and ethical aspects.
650 0 _aStudy Skills.
650 1 4 _aScience Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O27000
650 2 4 _aResearch Ethics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/E14040
650 2 4 _aStudy and Learning Skills.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O53010
700 1 _aOtrel-Cass, Kathrin.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aAndrée, Maria.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aRyu, Minjung.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030509200
776 0 8 _iPrinted edition:
_z9783030509224
776 0 8 _iPrinted edition:
_z9783030509231
830 0 _aCultural Studies of Science Education,
_x1879-7229 ;
_v20
856 4 0 _uhttps://doi.org/10.1007/978-3-030-50921-7
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