Research Questions And Contexts

The study I am using as an example of the processes of qualitative inquiry in this book was completed as part of my PhD at Curtin University in Perth, Western Australia. It explores the constraints and successes encountered in attempting to implement a number of innovative teaching approaches in five middle school classrooms during 1996. These innovations included a constructivist epistemological perspective (Glasersfeld, 1993, 1989; Solomon, 1987; Tobin, 1990), portfolio assessment (Duschl & Gitomer, 1991) and ethical commitments to caring (Noddings, 1984), courage, fairness, honesty and practical wisdom (Sockett, 1993). The research explores questions about the effects of the roles and expectations of teachers and students in such an innovative context, and about teachers’ beliefs and understandings of the nature of science and the impact of these beliefs on their teaching of science. As part of the project I also explored the research methodology with which I chose to inquire into these issues, and reflected critically on the value and appropriateness of that methodology.