Action Research, the Reflective Teacher and Science Education.

Abstract

The present review aspires to familiarize readers with the main stakes of action research, and single out its pertinence to the vision of critical and effective education. Thus, the theoretical and conceptual arsenal of action research, its core assumptions, its rationale, and its relevance to science education are briefly explored. Action research emerges as research in education and not as research on education, and its philosophical framework includes a politicized, ideology-laden, action-oriented, and constructivist conception of reflection and knowledge. However, action research does also suffer from problems and frequently succumbs to manipulation and power relations. Nevertheless, it constitutes the most convincing contemporary approach that stands against rival rationalist or technicist views. Action research also Promises to empower teachers and limit their dependence on academic researchers, and to make students' learning experiences more lasting, fulfilling, and scientifically organized. Teachers as reflective practitioners will be also continually reminded through their own activities that science is not just about human inventiveness, progress, and control over inner and outer nature, but that it is also or, perhaps, even more about limits that the well-being of the community and the environment poses to human ambition. ABSTRACT FROM AUTHOR]; Copyright of Science Education International is the property of Science Education International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)