The Relevance of Relevance for Research Ethics

Bidragets oversatte titel: Hvorfor er relevans relevant for forskningsethik?

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Abstrakt

Research ethics is typically limited to topics like harm to participants, privacy issues or fraudulent research. While these clearly are important issues for research in science education, the broader field of social impact and social responsibility also poses challenges for science education research. In this article social responsibility and social impact are taken up as issues for science education research with a pragmatic understanding of relevance of research. The aim of this article is to clarify what relevance of research could mean. I argued in this article that philosophical pragmatism (Peirce and Dewey) offers science education researchers an understanding of relevance that is neither reduced to the inner scientific standards of accumulation of knowledge nor to the external demands for a direct social impact of their research, for instance to rise the numbers of science students. Peirce’s pragmatic maxim is interpreted as a relevance test that directs the researcher towards practical consequences of research. Dewey supports Peirce’s practice orientation with an understanding of science that circumvents the traditional opposition between objectivity of knowledge and value-ladenness. In Dewey’s understanding, research is an intermediary process between practical contexts as the start and the endpoint of research and the researcher has to learn to engage in research that is of significance while navigating in a mixed field of interests and claims.
Bidragets oversatte titelHvorfor er relevans relevant for forskningsethik?
OriginalsprogEngelsk
TitelExamining research ethics in contemporary science education research : Being Responsive and Responsible
RedaktørerKathrin Otrel-Cass, Maria Andree, Minjung Ryu
Antal sider19
Vol/bind20
UdgivelsesstedCham
ForlagSpringer
Publikationsdato15 sep. 2020
Sider15-34
Kapitel2
ISBN (Trykt) 978-3-030-50920-0
ISBN (Elektronisk) 978-3-030-50921-7
StatusUdgivet - 15 sep. 2020
NavnCultural Studies of Science Education
Vol/bind20
ISSN1879-7229

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