Harnessing theory in the service of engineering education research

Research questions in STEM disciplines are frequently strongly contextualised in the teaching and learning practice of the researcher. In this paper we chart a number of possible paths a researcher can follow from a single research proposition, or fundamental research question, to results which can vary significantly in nature. In order to do this, we establish a theoretical framework for research activity and examine the meaning of “theory” as a cognitive and research tool that helps engineering education practitioners and researchers. The paper reflects on the nature and role of different types of theory at four distinct stages of engineering education research: disciplinary, methodological, analytical, and interpretive. We illustrate how theory applies to the framing and integration of study results, and assists in the process of relating theories of learner development and learning to results of empirical data analysis.