This article suggests how teachers could embark upon collecting data for action research (AR) projects related to science teaching. Previous articles (EiS, May & Nov 2015) provided an overview of some of the issues useful for teachers to consider before embarking on data or evidence collection in their classroom or school. This follow-on article develops some ideas further by outlining diverse kinds of data that could be collected. Before gathering any evidence for a research study, however, it is important that would-be researchers gain ethical approval (and permission from participants and headteachers) to ensure that the research process and outcomes do not distress or disadvantage those involved in any way (see https://www.bera.ac.uk/).
|Number of pages||2|
|Specialist publication||Education in science|
|Publication status||Published - May 2016|
Woodhouse, F., & McGregor, D. (2016). Action Research in the classroom: Thinking about different kinds of evidence to measure impact. Education in science, 264, 32-33. https://www.ase.org.uk/journals/education-in-science/2016/05/264/4156/532-33.pdf