Abstract
The goal of this chapter is to stimulate thinking on some of the epistemological assumptions engendered in particular forms of educational research in STEM, namely pedagogically focused forms. The chapter begins with a critical analysis of pathic alignments to evidence-based rhetoric seated within the socio-political context of neoliberalism. Following this, the learning sciences are introduced as an approach or mindset from which to reflect upon potential methodocentric conceptions of research. The aim is to demonstrate the need for pragmatism in STEM education research and an open disposition to multiple means of knowing and knowledge generation.
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