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By William Van Zyl (Published in September 2023).

In this article I list, and summarise, the most influential theorists for Action Research in Education. I focus on researching in a High School context to provide a backdrop. I also include a research title as a specific focus to explain Action Research in simple terms.

Table of Contents

Title (STEM – example): Developing the interpretation skills of high school students – exploring data and charts – and managing a mini greenhouse using digital sensors and the IoT.

I use the above title – a research program of mine in 2023 and 2024 with aquaponics (aquarium in class with Microbits and Arduinos) – to illustrate and communicate action research theorists for education contexts. I have included two iterations during my research project.

What is the iterative process of action research?

Understanding the process of cycles of innovation and research over time is critical for understanding action research. We talk about action research as an iterative process. Iterative means that you revisit, rethink, and revise your ideas and actions to provide for progressive problem-solving.

Let’s look at Action Research first. What is Action Research?

A Brief Introduction:

Action research in education is a dynamic field that involves systematic inquiry conducted by educators to improve teaching and learning processes. While there are many influential theorists in this area, I’ll focus on a few whose work can be particularly relevant in a high school context, especially when interpreting data and charts related to managing a greenhouse using digital sensors and the Internet of Things (IoT).

Diagram – Action Research. Credit: SMARTPRIMARYED. Source: https://smartprimaryed.com/2014/07/20/idea-action-research/

Here is a summary of their theories.

I include my research project in the applications – highlighting the theory of every influential academic – to make the reading more practical and relevant. The title of my research project is:

Developing the data and chart interpretation skills of high school students using microprocessors (digital sensors like moisture detection in soil) in conjunction with a Microbit and an Arduino. The Internet of Things (IoT) is used to create real time data and chart analysis of a mini greenhouse unit. Additionally, the mini-greenhouse is linked to a simple aquaponics system (tropical fish aquarium) next to the mini-greenhouse unit. See the picture of the mini-greenhouse unit below.
SCOPE of the author’s RESEARCH PROJECT (Research done between 2023 to 2024).

IMAGE: BBC Micro:bit powers Kitronik’s Smart Greenhouse Kit. Link: https://www.electronicsweekly.com/blogs/gadget-master/sensors/bbc-microbit-powers-kitroniks-smart-greenhouse-kit-2021-01/

Pioneer John Dewey as an Action Research Pioneer and Advocate:

John Dewey (October 20, 1859 – June 1, 1952) was an American philosopher, psychologist, and educational reformer. He was one of the most prominent American scholars in the first half of the twentieth century. Dewey taught at universities from 1884 to 1930. An academic philosopher and proponent of educational reform, in 1894, Dewey started an experimental elementary school. In 1919, he co-founded The New School for Social Research. Dewey published over 1,000 pieces of writing during his lifetime. Source: https://en.wikipedia.org/wiki/John_Dewey

Theory: John Dewey was a pioneering figure in education known for his contributions to the field of action research. Application to my research project: Dewey’s ideas remain highly relevant in managing greenhouses with digital sensors and the Internet of Things (IoT) for high school students and teachers. Dewey emphasised the importance of hands-on, experiential learning, which aligns well with using digital sensors and IoT in greenhouse management. He believed that students learn best when they actively engage with their environment, and managing greenhouses with these technologies provides a practical, real-world context for learning.

Action research, a methodology Dewey helped develop, encourages teachers and students to investigate and address practical problems collaboratively.

Application: In the context of greenhouse management (referring to my research project mentioned), this could involve monitoring sensor data, analysing plant health, and making informed decisions about adjustments and improvements. Through this process, students and teachers can gain valuable insights and develop critical problem-solving skills. Dewey’s ideas promote a student-centred approach, empowering high school students to take an active role in their education. Educators can create a dynamic learning environment that fosters curiosity, experimentation, and a deeper understanding of science and technology concepts by integrating action research principles with greenhouse management and IoT technologies.

Influential Action Research Theorists:

Kurt Lewin:

Kurt Lewin was a German-American psychologist known as one of the modern pioneers of social, organisational, and applied psychology in the United States. During his professional career, Lewin applied himself to three general topics: applied research, action research, and group communication.

Born: 9 September 1890, Mogilno, Poland

Died: 12 February 1947, Newtonville, Newton, Massachusetts, United States

Theory: Kurt Lewin is often considered the father of action research. He introduced the concept of “action research cycles,” which involve planning, acting, observing, and reflecting. His approach emphasises collaboration and ongoing reflection to promote change.
Application: In a high school context, teachers and students can use Lewin’s approach to plan and implement greenhouse management projects using digital sensors and IoT devices. They can continually collect data, analyse it through charts and graphs, and make informed adjustments to improve greenhouse conditions.

Stephen Kemmis:

Stephen Kemmis is Professor Emeritus of Charles Sturt University, New South Wales, and of Federation University, Victoria, Australia. He researches and writes about education, practice theory, especially the theory of practice architectures, and critical participatory action research. See Google Books

Education: University of Illinois Urbana-Champaign (1972–1976), The University of Sydney

Nationality: Australian

Theory: Kemmis developed the concept of “cyclical theory” of action research, which emphasises the idea of ongoing cycles of planning, action, observation, and reflection. He also introduced the notion of “reflection on action” and “reflection in action.”
Application: In managing a greenhouse, teachers and students can use Kemmis’s ideas to continuously monitor the data from digital sensors in real-time (reflection in action) while also periodically reviewing and reflecting on past data (reflection in action) to make improvements.

Jean McNiff:

Jean McNiff is an independent researcher and writer, Professor of Educational Research at York St John University, and Visiting Professor at Oslo and Akershus University College, Beijing Normal University and Ningxia Teachers University. See Google Books.

Born: 20 December 1941 (age 81 years), England, United Kingdom.

Theory: McNiff’s work focuses on the importance of practitioner research in education. She emphasises the value of individual and collective reflection and learning, leading to personal and professional growth.
Application: In the context of a high school greenhouse project, McNiff’s approach encourages teachers and students to document their experiences and insights. They can maintain reflective journals, record observations, and create charts to track changes and trends over time.

Richard Sagor:

Richard Sagor founded ISIE (pronounced “I see”), the Institute for the Study of Inquiry in Education, in 1997 to work with schools and educational organisations on the use of action research and data-based school improvement while he was a professor of educational leadership at Washington State University. See Google Books.

Born: 28 May 1949 (age 74 years), New York, New York, United States

Theory: Sagor emphasises the need for educators to use data-driven decision-making in action research. His work systematically collects and analyses data to inform and guide educational practices.
Application: In the context of managing a greenhouse with digital sensors and IoT devices, Sagor’s approach encourages educators and students to collect data systematically, create charts and graphs to visualise trends, and make informed decisions based on the data to optimise greenhouse conditions.

Jack Whitehead:

Jack Whitehead. Living Educational Theorist.

University of Cumbria

University of Bath

Bath, England, United Kingdom.

Theory: Whitehead is known for his work on “living theory” and the idea that action research should lead to personal and professional growth. He encourages educators to develop their theories of practice.
Application: In a high school greenhouse project, teachers and students can apply Whitehead’s approach by documenting their learning journey and developing personal theories of effective greenhouse management based on their experiences, data, and observations.

Summary:

In summary, action research in a High School context involving greenhouse management with digital sensors and IoT devices can draw from the works of these influential theorists. The key is to engage in systematic planning, action, observation, and reflection cycles while also emphasising data-driven decision-making and personal and professional growth through reflective practices. Iterations – as you progress through your research is very important. Charts and graphs can be powerful tools for visualising and interpreting data in this process.