Dr. Keith Taber (kst24@cam.ac.uk) offers some views about:

Post-graduate research in science education

These are my personal observations, and potential applicants should refer to the Faculty webpages for technical information about courses and admissions processes. All higher degrees are subject to University regulations, that are updated from time to time.

There are three levels at which graudate students might set out upon undertaking research in the Faculty of Education:

MPhil/MEd in Education - in a substantive area. (At present we do not offer an option in science education.) These MPhil courses include core research training, and the writing of a research bassed dissertation. They are most suitable for those who wish to combine a research project with taught elements about a substantive area of education. These courses are not, of themsevles, suitable preparation for research at Ph.D. level. Those interested in preparing as educational researchers or intending to undertake doctoral level research should apply to the Educational Research MPhil.
There are also MEd routes primarily designed for teachers wishing to research their own practice. Again, these are not ideal preparation for direct progression to later Ph.D. work. However, these are excellent professional development opportuniies for those wishing to research their own practice, and to develop greater insight into teaching and learning in their classes. (As well as being a valuable qualification, of course!)


MPhil/MEd in Education (Educational Research). This is an intensive training course, ESRC recognised, for training educational researchers. It involves preparation to critically read research across the spectrum of approaches used in educational studies. It culminates in a research project, and the submission of a research based dissertation. Students are supervised by an academic with suitable knowledge about the research topic and appropriate methodology. This may be taken as a stand alone qualification (1 year full time, or 2 years part-time), or as the training for subsequent doctoral research (here or elsewhere). The dissertation must show technical competence in research, as well as a well-argued and evidenced case for the claimed findings.

Students are usually expected to have a good honours degree before commencing Master's study, although sometimes profesional experience may mitigate a more modest academic background. Students should have academic backgrounds that are suitable to support higher degree study. Someone applying to undertaken research in science education normally already has a background including both science and education (for example, but not necessarily, preparation for science teaching and/or science teaching experience).


Doctoral Study - PhD in Education
Most students intending to undertake doctoral study are initially admitted to the MPhil in Educational Research. They may then apply during the course to progress to PhD study. For these students the MPhil project is seen as a platform for the PhD. (For example, as a pilot study, or developing methodology, etc.)

Students are usually only admitted directly to PhD study if they have previously completed the MPhil in educational research, or a parallel ESRC recognised training course elsewhere, or can show that they have a portfolio of training and experience that provides an equivalent basis for PhD work. Individual PhD studies adopt a particular methodology depending upon the specific research questions being investigated, and most PhD students use a subset of the available research techniques: however it is important that all doctoral students are knowledgable about all the possible approaches, and aware of the repertoire of techniques used in research before designing their doctoral research.

Science education is a well recognised field in education. None-the-less, important contributions to science education have been made from a wide range of persepctives, and using various methodological approaches. Developing an understanding of any topic area within science education therefore requires a broad and in-depth educational research training.

PhD research involves three years of study (sometimes including up to a year away if field work needs to be carried out away from Cambridge) or five years of part-time study. The research plan has to be submited and defended to an advisory panel before fieldwork commences. The culmination is the submission of a thesis that will be examined and which the student will be asked to defend viva voce. The thesis is expected to make an original contrbution to knowledge, and must be presnted as an extended coherent and supported argument for the claimed findings. PhD research is usually suitable for publication, e.g. in onme or more research papers submitted to international peer-reviewed journals. A PhD is usually seen as the basic qualification for an academic career, as well as being valued in those going into educational leadership or policy/administration.

I supervise graduate students at masters and doctoral level, mainly within science education (see examples of current/previous graduate projects). Topics of particular interest are suggested on my personal homepage.

Application for doctoral study involves the submission of a research proposal demonstrating strong interest in an important topic, and knowledge and understanding of the topic area. For those claiming they are qualified to be admitted as a doctoral student immediately, the proposal should also demonstrate a sophisticated understanding of research methodology. (This latter is not expected for those initially applying to the Educational Research training course.)

Potential students who have ideas about possible research topics in science education (or keen to undertaken graduate research in science education, but unsure of a suitable topic) are invited, without prejudice to any later formal application, to contact me (kst24@cam.ac.uk) to explore the feasibility of likely topics.

Research students in science education are expected to become associate members of the Science Education Academic Group, and to attend seminars arranged by the group. They are also encouraged to join, or attend relevant meetings of, other Academic Groups pertinent to their research projects (e.g. psychology and neuroscience).

Funding may be available to some candidates

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