The diversity of intervention research within the academic production in biology education: A theoretical-methodological analysis

Abstract

From the identification of 1000 dissertations and theses in biology teaching, we selected studies characterized as intervention surveys. Taking as a theoretical framework a set of authors dedicated to establishing theoretical and methodological reflections on the researches developed in the educational area, an analysis of the information regarding the methodological delineation of these works was developed comparing to a set of criteria used to define different modalities in which the development of the investigation walked linked to some form of action-intervention. The results indicate the existence of different types of work of this nature, bringing examples to illustrate and characterize each case. We reveal that in part of dissertations and theses there is confusion among the authors about the design of the research work developed, expressing, in a certain sense, the theoretical and methodological fragility characterizing part of the academic production in the area. At the end of the article, we highlight the significant number of intervention research identified, pointing to reflections on the tendency for research results to be applied directly to teaching and learning processes in the classroom. In addition, we also indicate the low number of collaborative and action research partnerships. We conclude the text with some reflections on problems worthy of attention by the researchers when we think about the development of the area for the next years.