Science Education Research and Practice in Asia-Pacific and Beyond by Jennifer Yeo Tang Wee Teo & Kok-Sing Tang

Author:Jennifer Yeo, Tang Wee Teo & Kok-Sing Tang
Language: eng
Format: epub
Publisher: Springer Singapore, Singapore

Conclusions

In broad terms, this chapter has been a discussion of how we might value emotions, as well as how we might allow such emotions, meanings and values. I started by discussing some of the more influential ways that education is currently being measured. We live in an era in which international and national tests are demonstrably shaping policies and practices. In this era, we often value educational measurements from a distance. My concern is that as a consequence, some things are becoming overlooked in practice, research and policy. In part, I suggest that this is because they don’t easily show up on the radars of our favoured research methods. We value what we measure. But I believe we need much greater discussion of what our research values and, perhaps even more importantly, what it ought to value more.

The preceding discussions suggest we need more discussion of values in our education research on emotions, not only about how we might value different approaches to emotions but also how these approaches are themselves underwritten by different values. So how should we value interest in science education? What interests should we value? I believe that this discussion could fruitfully start by considering ways existing research methods value interest and how different methods might value quite different interests (rather than a single decontextualised static status, I think it is important to recognise interests in more situated, dynamic, performative and pluralistic terms). My concern is that some research practices have become so entrenched and normalised, and thereby other approaches are currently being overlooked and marginalised. I hope to extend these conversations in interesting ways in my ongoing research (see Alsop 2016).

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