I've been thinking how to better teach science. My focus is and has been for many years, the natural/physical environment (my life-long learning interests).

Simply asking myself and my students, what research is, what science is, what the role of the researcher is, and how we as researchers conduct our investigations, collect and analyse data, and synthesize and present out interpretations; all these first-order questions that researchers often take for granted. These are questions that when brought out in the open and discussed as important first principles, are the entry points I should start with if I am to really effectively communicate the wonder and excitement and rewards of seeing the world from a holistic point of view, and working on its environmental problems. With these as starting points I hope to reach deep enough into my students psyche to elicit a proper recognition of the value of wilderness, ecology and ecosystems, as well as structured inquiry and research in the natural sciences.

It was early in the semester, actually the first day that these simple questions were revisited in the new context (new to me) of qualitative research. The impact of those first few days in qualitative research, with new perspectives outlined and pedagologcal, theoretical, and methodological strategies illuminated that I began to see a whole new vista of opportunities opening up for my goals in education.

I've always (mostly) been aware of my own perspective and bias in my research, and while letting it guide my decision making and methods development, even interpretation, I had always-always relied on a formal accounting of my inquiry through the disciplined approaches I was taught as a young earth scientist. My bias I let be my conscounce, but kept it at bay when discussing interpretation/meaning and results. Or so I thought. Well, perhaps no more so, nor less than my contemporaries in my field. Well this „researcher as instrument¾, this bias rediscovered and celebrated, this acknowledgement of perspective, researcher-researched interaction, this new validated approach to informing my work as well as my interpretations.... this is almost too much to handle without some sacrifice of my old ways of thinking about research!

In asking: "What is research?" "What is my role in the process?" Can I formalize a description of how I've constructed knowledge leaving in the biases and recognizing that prior experiences have guided my every action and thought in approaching any subject of study? It is easy at least to admit to my bias. Though I suppose I've never made it explicit either at the outset of a study or at conclusion. I guess I've always thought that the reader would recognize where I¼m coming from. All this focus on me, as an important part of the study! I thought a good piece of research was supposed to be conducted biasless, designed to follow a certain set of protocols/methods, and be grounded in currently accepted theory. That when done well, with results duplicable by others; confirming my rationale and approach, that this would constitute a good study; qualitative or otherwise.

I'm now realizing that certain insights I might get during the course of research that normally would not play a role in my methodology or analysis, do indeed play a significant role and more often than not play a bigger role than I've admitted to myself. At least in so far as my thinking is influenced, my insight deepened, my original questions refined, revised, my interpretations flavored.... I am responsible for my interpretations of the issues addressed in my research, and now realize more than ever before that I can indeed include qualitative aspects in my inquiry and synthesis, even in research design, data gathering and in analysis and interpretation phases.

It all is sometimes so confounding, and yet so obvious! I guess part of my struggle is that I am still thinking in a mode established through my previous science research experiences. This new format for inquiry is uncomfortable for me. It is shaking me to my roots!

On the other hand, it is all so fresh and exciting! I can now revisit some of my favorite research topics in a new light. I can look for patterns and signals in the subject matter and my experiences during the research itself.

________________________________________

9/5/96
What is research? What is your role as a researcher?

Josh C:
Ä "Research is a process born of a question" (from experience), it can be formalized (objectified science) or immersive (experiencial), it can be documented with numbers or words, or images or even sounds as "data."

Ä "The mature/experienced researcher is an active participant in finding solutions, collaboratively working in knowledge building, recognizing community and collegues as partners in the process, recognizing intuition as a valid starting point in research, even if only initially as an organizing principle." Following hunches pays off, often unexpectedly.

Rob M:
Ä "Researchers are learners of strategies for investigation" a researcher gathers data/observations, analyzes and interprets the results through some "methodology."

David M:
Ä "Research is always conducted within some context! The context and the researcher¼s relationship with it, with subjects, can be invasieve and insensitive if not carefully approached.¾ „Traditionally researchers have often sought their own means in the conduct of their work, and much that could be beneficial to subjects/contexts is ignored or unaddressed."

Ä "Research can be an opportunity to synthesize experiences, to formalize understanding, to recognize pattern and process. Research can be used, is best used as a means of helping people, helping communities to more effectively deal with challenges."

Research means different things to different people depending on their experience, interests, values, philosophies. There are multiple interpretations. Research is flexible and depends on context.

________________________________________

Researcher as instrument! Researcher as tool to unlocking understanding the who, what, when, where, and how of a study. Also the Why! Researchers are tools for formalizing observable phenomena, for constructing analytic schemes, for coordinating synthesis of ideas and outcomes, and in promoting assimilation of new insights.

________________________________________

Social Constructivist Framework:
How do you facilitate discussion and move it toward substance/issue learning through collaboration?!

________________________________________

Qualitative Research as jazz! A sojourning of journeymen learners. Jamming together, flexible structures, so much so that the proposed research issues evolve, the benefit of coordinated pilot studies to inform a more thorought full-fledged investigation.

________________________________________

Trust the process!

________________________________________