Action or Research: Can Action Research Support Curriculum Development?

• In Event: Poster Session 12
  In Poster Session: Division K Section 8 Poster Session 1

Abstract

In Ontario, Canada, “Science, Technology, Society, and the Environment” (or STSE) is a mandated in all science curriculum documents. This paper, using qualitative methods, examines how teachers, using action research, can develop and implement STSE science curriculum that is inclusive of a diverse student population. Participants were practicing teachers who had positive attitudes towards action research. They were committed to engaging more fully in STSE education and with the curriculum development process, and yet action research proved difficult or impossible as a way to support curriculum exploration. While participants attempted action research, neither the action nor the research had primacy and projects were generally unsuccessful. Tensions, obstacles, and aspects of the AR for further study are discussed.

Author

• Katherine Sandra Bellomo, University of Toronto