Harnessing Theory in the Service of Engineering Education Research (original) (raw)

Abstract—Research questions in STEM disciplines are frequently strongly contextualised in the teaching and learning practice of the researcher. In this paper we chart a number of possible paths a researcher can follow from a single research proposition, or fundamental research question, to results which can vary significantly in nature. In order to do this, we establish a theoretical framework for research activity and examine the meaning of” theory” as a cognitive and research tool that helps engineering education practitioners and ...