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NSTA Position Statement:
Research in Science Education
Research is the essence of the scientific enterprise and uses a wide variety of paradigms. The professionalization of science teaching requires that decisions concerning science education be research based. Because research is critical to improving science education, NSTA endorses the following tenets.
- Science education research should inform decisions about funding; legislative mandates; administrative policies and practice; curriculum and instruction; assessment and evaluation; the roles of parents, business and industry, and other stakeholders in science education; directions for research; presentation; instructional materials; and preservice and inservice teacher education.
- Adequate funding should be made available for research in science education.
- Science education research should be a collaborative endeavor and reflect the needs and involvement of the educational community.
- Practices in the education community should guide the selection of science education research questions.
- University and professional development programs should enhance teachers’ abilities to interpret, apply, conduct, and share science education research findings.
- Teachers should have time to reflect on their professional practice and contribute to the research base.
- The quality and significance of science education research should be ensured by rigorous peer review.
- Meaningful interpretations of science education research should be readily accessible to teachers and other decision makers.
- Science education research should have high visibility at professional conferences and publications.
—Adopted by the NSTA Board of Directors
July 1992