The viability of portraiture for science education research

Learning from portraits of two science classrooms

Datos Bibliográficos

ID12213660
AutoresCassie Quigley (0000-0002-9502-3736, Clemson University, autor de correspondencia), Amy Trauth (0000-0002-5146-592X, Towson University), Amy Trauth-Nare, Nicole Beeman-Cadwallader (Indiana University Bloomington)
Año2013
Volumen28
Número1
Páginas21-49
Fecha de publicación2013-11-25
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaInternational Journal of Qualitative Studies in Education (JOURNAL)
Identificadores de la revistaISSN: 0951-8398 • E-ISSN: 1366-5898
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09518398.2013.847507
OpenAlexW2112535115
IdiomaEN
Citas recibidas14
Referencias citadas27

The purpose of this paper is to describe the relevance of a qualitative methodology called portraiture for science education. Portraiture is a method of inquiry that blends art and science by combining the empirical aspects of inquiry with beauty and aesthetic properties. This method encompasses all aspects of a research study, including protocol, data collection and analysis, and presentation of findings. To examine the viability of portraiture as methodology for science education researchers, we provided two portraits of science teachers and their classrooms to illustrate how context played a significant role in teachers’ experiences and how it influenced their classroom pedagogy. The implications of this work show how portraiture can support deep, dynamic understanding of context in science education. This work also illustrates the importance of attending to relationships and voice, both of which are often lacking in science education research

Art · Educational research · Mathematics education · Pedagogy · Portrait · Science education · Sociology · Visual arts · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Psychology · Science Education and Perceptions