Achieving Methodological Rigor in Education Research

Arfken, Cynthia L.; MacKenzie, Megan

doi:10.1007/s40596-021-01550-8

Cited by 3 publications

(6 citation statements)

References 3 publications

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“…Underlying the rationale for choices made in an inquiry is the research question. Rigor is established when the question is researchable, meaningful, and informed by theory [9,10]. In chemistry education research, Bunce 10 particularly emphasizes the importance of theory-based questions, by clearly situating them within the existing knowledge structure, such as in cognitive science, learning sciences, sociology, and so forth.…”

Section: Theory-informed Research Questionsmentioning

confidence: 99%

Methodological Rigor in Laboratory Education Research

Agustian

2024

Preprint

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Despite the growing number of published studies on student learning in the laboratory, there is a critical need to improve methodological rigor. Resonating with discussions on research methods, this paper outlines the importance of theory-informed research questions, the minimization of researcher and participant biases, and the use of triangulation and iteration in data collection to establish rigor. An illustrative case is presented within the context of a large interdisciplinary research project aimed at improving laboratory learning at the university level. The project incorporates two research avenues: one focusing on literature and faculty perspectives, and the other on a comprehensive assessment of multidimensional learning in the laboratory. The project employs a mixed methods paradigm and is grounded in a conceptual framework that conceptualizes laboratory work as epistemic practice, requiring a holistic analysis of student learning. The article concludes by discussing the results and implications of the project's findings, which are synthesized to highlight aspects of establishing methodological rigor. The overarching goal is to develop a comprehensive assessment instrument that captures the complexity and richness of the laboratory learning environment. The findings from this research are expected to contribute to the advancement of laboratory education research by providing a model for methodological rigor that can be applied across various scientific and interdisciplinary contexts.

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Section: Theory-informed Research Questionsmentioning

confidence: 99%

Methodological Rigor in Laboratory Education Research

Agustian

2024

Preprint

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“…From time to time the journal spontaneously receives a grouping of articles sharing a similar topic or focus, which may provide a snapshot of the existing state of affairs in a specific area. In the August 2022 issue of Academic Psychiatry, five reports [5][6][7][8][9] and a literary resources column [10] reflect on issues related to research training at present.…”

Section: Reflections On Research Training In This Issuementioning

confidence: 99%

“…The second commentary in this issue, by Arfken and MacKenzie [9], is a useful summary of methodological and statistical issues that negatively impact journal editorial review of many articles submitted to Academic Psychiatry. These issues include the objectives of the study and the variables analyzed (e.g., vague research question or hypothesis); design; sample size and participation rate; missing data and attrition; and analytical approaches (e.g., appropriateness of statistical tests).…”

Section: Reflections On Research Training In This Issuementioning

confidence: 99%

“…Finally, a brief literary resources column by Morreale [10], reviewing the book The Art of Statistics: How to Learn from Data [11], reminds readers that although statistics are important and can be interesting, they are also quite complicated. One realizes, as Arfken and MacKenzie [9] regional or online courses be available for those residencies that could participate with others, taught by seasoned researchers with educational expertise? Another opportunity for teaching research literacy is having journal clubs that use the templates which journal reviewers use to evaluate manuscripts, and there a focus on methodology may well be a place residents and fellows can appreciate and critically evaluate the research tools and applications, for better or worse.…”

Section: Reflections On Research Training In This Issuementioning

confidence: 99%

“…We believe that this is an area for which various stakeholders (e.g., ACGME, NIMH, American Association of Directors of Psychiatric Residency Training) should get together and provide some guidance to the community. Research, research training, and research education are complicated enterprises that require periodic evaluation and reflection, such as from the articles in this issue of Academic Psychiatry [5][6][7][8][9][10]. These reflections will help continue sharpening the agenda and goals of the national mental health enterprise and the education of psychiatry trainees.…”

Section: Reflections On Research Training In This Issuementioning

confidence: 99%

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Research Training and Education at the Crossroads

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Methodological Rigor in Laboratory Education Research

Agustian

2024

Laboratories

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Despite the growing number of published studies on student learning in the laboratory, there is a critical need to improve methodological rigor. Resonating with discussions on research methods, this paper outlines the importance of theory-informed research questions, the minimization of researcher and participant biases, and the use of triangulation and iteration in data collection to establish rigor. An illustrative case is presented within the context of a large interdisciplinary research project aimed at improving laboratory learning at the university level. The project incorporates two research avenues: one focusing on student and faculty perspectives, and the other on a comprehensive assessment of multidimensional learning in the laboratory. The project employs a mixed methods paradigm and is grounded in a conceptual framework that conceptualizes laboratory work as epistemic practice, requiring a holistic analysis of student learning. The article concludes by discussing the results and implications of the project’s findings, which are synthesized to highlight aspects of establishing methodological rigor. The overarching goal is to develop a comprehensive assessment instrument that captures the complexity and richness of the laboratory learning environment. The findings from this research are expected to contribute to the advancement of laboratory education research by providing a model for methodological rigor that can be applied across various scientific and interdisciplinary contexts.

show abstract

Achieving Methodological Rigor in Education Research

Cited by 3 publications

References 3 publications

Methodological Rigor in Laboratory Education Research

Methodological Rigor in Laboratory Education Research

Research Training and Education at the Crossroads

Methodological Rigor in Laboratory Education Research

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