Considering research paradigms in environmental education. Issue 3 (4th March 2019)

• Record Type: Journal Article
• Authors: Monroe, Martha C.; Adams, Alison E.; Greenaway, Alison
• Is Part Of: Environmental education research. Volume 25:Issue 3(2019)
• Page Start: 309
• Page End: 313
• Publication Date: 2019-03-04
• Subjects: Applied research -- postpositivist -- constructivist -- critical theory -- pragmatism; Environmental education -- Research -- Periodicals; 333.7207
• DOI: 10.1080/13504622.2019.1610863
• Languages: English
• ISSNs: 1350-4622

Abstract

Abstract: The benefits of qualitative, quantitative, and mixed research methodologies are often emphasized in undergraduate and graduate training about producing and analysing data. Less often discussed are the philosophies of research that can be used to explore environmental education. To help introduce students to the ways such paradigms lead to different insights and lines of inquiry, we offer asupplementary reading of a natural resource management program seen through the lenses of four different research philosophies. The program engages biological and social scientists as they work to increase native biodiversity in Hawke's Bay region of New Zealand and share successes with other regions. We argue that the benefits of training students to appreciate research possibilities via multiple research paradigms could improve the way we work together and collaborate with colleagues in other disciplines. Students are better equipped to select, develop, and defend appropriate research questions and paradigms. Also, the potential for environmental education research activity that complements project-specific data collection is great, as with most natural resource projects. In sum, improving our collective awareness of paradigmatic perspectives will help improve communication and understanding as we all work in the transformation of education, ecosystems and human communities.