A content analysis of how STEM education researchers discuss the impact of their publicly-supported research
- Autores: Jeremi S. London
- Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 34, no. Extra 3, 2018, págs. 1120-1137
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Impact is a topic of interest among a wide range of stakeholders interested in engineering workforce development but is onein which there is a dearth of scholarship. While existing literature includes two dimensions of research impact (scientific,and societal), this qualitative study proposes and focuses on the third dimension—contextual impact. Using Toulmin’sModel and theCommon Guidelines for Education Research and Development, this study uses content analysis to explorehow researchers on National Science Foundation-funded STEM education R&D projects talk about the impact of theirwork in abstracts (n= 155) with an explicit impact section; special attention is given to engineering education research.Findings reveal eight claims that are commonly discussed when Principal Investigators articulate research impact; twothemes relate to how their claims are supported. The findings also indicate that the discipline associated with the study andthe project focus has more to do with the types of impact PIs claim than the amount of funding awarded to the project. TheproposedSCS Impact Frameworkresulted from identifying the points of alignment between PIs’ perspectives on impactand existing literature. This conceptual lens describing impact in this context is useful for researchers, practitioners, andpolicymakers around the world interested in the scientific, contextual, and societal dimensions of engineering educationR&D.
