Applying the Delphi method with early-career researchers to explore a gender-issues agenda in STEM education

Abstract

The Delphi method (DM) was initially conceived as a forecasting technique whose results are based on the consensus of a panel of experts. It has been used in many fields, assisting researchers, policymakers, and others in setting directions and future agendas. This study presents an application of the DM, with a broader interpretation of the notion of “expert” as a qualitative tool to explore gender issues in science, technology, engineering, and mathematics (STEM) education. Its aim is to analyze the use of the DM as a technique to achieve agreement among a group of early-career researchers from the UK and Mexico, who are not considered “experts” in the traditional sense. The other aim was to explore the advantages and disadvantages of using the DM in this context. We used three stages to collect information and reach a consensus. The first two were online activities, and the last consisted of a five-day face-to-face workshop. In the first stage, participants sent research questions, and organizers categorized them into themes. Participants responded to a survey ranking all research questions in the second stage. In the last, organizers analyzed the highest scored questions and arranged them into research topics in which participants worked on research proposals. The DM worked successfully with this group of participants by combining their interest in the field and engagement with the activities. The research strands and proposals of using this method are usable. The method used in this paper can serve as a model to develop research graduate courses to develop students’ skills.

Secondary School Apprenticeship Research Experience: Scientific Dispositions and Mentor-Student Interaction

“…STEM research apprenticeship programs (STEM-RAPs) for secondary school students are one such unique experience that may be valuable for students with an initial interest in STEM [29][30][31]. In STEM-RAPs, secondary school students actively participate in authentic science or engineering research, where they are exposed to contextual influences for an extended period [32].…”

Students' Perception of Active Learning in the Acoustic Physics Course

“…Regarding the gender perspective, we conclude that the implementation of the active learning methodology had a positive impact on the students (majority women), and that this comes to exemplified some of the results that indicate that active learning methodologies democratize the classroom and opens to diversity by giving voice to all [26], [27].…”