Abstract
The research practices of academics of science teaching and learning (academics-of-st&l) may be considered a connected, constructed landscape, the peaks of which are shaped by accumulation of like practices. Entangling interviews with twenty-seven academics-of-st&l and document analyses, in this paper I map the presence of two landscape peaks—scientific and theoretical practice—in addition to their material-communal effects. This mapping renders our research landscape as an ongoing production in need of ethical attunement. Invoking ethics of Deleuzeguattarian thinking and flow in my mappings, I conceptualize cartography as a mode of inquiry disruptive to normative research methodology used in science teaching and learning, capable of enabling landscape reconfiguration.
Résumé
Les pratiques de recherche des chercheurs en enseignement et en apprentissage des sciences (chercheurs EAS) peuvent être considérées comme faisant partie d’un environnement construit et inter-relié dont les saillies sont façonnées par le cumul de pratiques similaires. En combinant d’une part les résultats d’entrevues réalisées avec vingt-sept chercheurs EAS, et d’autre part l’analyze de différents documents, je révèle deux saillies émergeant de ce paysage de recherche (la pratique scientifique et théorique), en plus d’en exposer les effets matériels et collectifs. Cette analyze de type cartographie présente notre paysage de recherche comme un effort continu qui requiert une harmonization éthique. En invoquant l’éthique de la pensée et les flux deleuziens/guattariens dans mes relevés, je conceptualize cette cartographie comme un mode de recherche capable de perturber la méthodologie de recherche normative utilisée par les chercheurs EAS, mais également comme méthode propice pour une reconfiguration du paysage.
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Acknowledgements
I acknowledge Dr. Aaron Kuntz’ valuable input toward my conceptualizing cartographic inquiry and Maureen Alice Flint for her input regarding the presentation of this study for readability among academics of science teaching and learning.
On behalf of all authors, the corresponding author states that there is no conflict of interest.
Funding
This study was funded by the University of Alabama College of Education’s William E. Sexton Endowed Scholarship and the University of Alabama College of Education’s Dr. Brad S. Chissom Memorial Scholarship.
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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
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Wooten, M.M. A Cartographic Approach Toward the Study of Academics’ of Science Teaching and Learning Research Practices and Values. Can. J. Sci. Math. Techn. Educ. 18, 210–221 (2018). https://doi.org/10.1007/s42330-018-0029-9
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DOI: https://doi.org/10.1007/s42330-018-0029-9