Chapter 1. Being responsive (Kathrin Otrel-Cass, Maria Andrée & Minjung Ryu) -- Part I: Challenging existing norms and practices -- Chapter 2. The relevance of relevance for research ethics (Antje Gimmler) -- Chapter 3. Reflections on research ethics in historically oriented science education research in Canada (John Allison & Michaela Vogt) -- Chapter 4. Science education practices: Analyzing values and knowledge when conducting educational research (Gerd Johansen & Trine Anker) -- Chapter 5. Ethical considerations in ethnographies of science education: Toward humanizing science education research (Minjung Ryu) -- Chapter 6. Sex Education: Normativity and ethical considerations through three lenses (Auli Arvola Orlander & Iann Lundegård) -- Chapter 7. Challenging existing norms and practices: Ethical thinking at the science education research boundaries (Jaume Ametller) -- Part II: Epistemological considerations for ethical science education research -- Chapter 8. Ethical challenges of symmetry in participatory science education research: Proposing a heuristic for ethical reflection (Maria Andrée, Kerstin Dankwardt-Lillieström, & Jonna Wiblom) -- Chapter 9. Living authenticity in science education research (Jennifer Adams & Christina Siry) -- Chapter 10. Beyond dichotomies/binaries: 21st century post humanities ethics for science education using a Baradian perspective (Kathryn Scantlebury & Catherine Milne) -- Chapter 11. Students’ ethical agency in video research (Jaakko Hilppö & Reed Stevens) -- Chapter 12. The performativity of ethics in visual science education research: Using a material ethics approach (Kathrin Otrel-Cass) -- Chapter 13. Methodological ethics considerations in science education research: Symmetric, authentic, material, adaptive, and multidisciplinary (Martin Riopel) -- Index.

This book poses questions on how to work ethically in research on science education. Applying research ethics reflectively and responsibly is fundamental for conducting research with people. It seeks to renew the conversation on how and why to engage with ethics in science education research and to adjust and refine research practices. It highlights both the need for methodological reflections in science education research and the particular ethical research challenges of science education. Science education research involves the study of people – often young and vulnerable people – and their practices. Researchers working within humanities and social science research commonly follow guidelines and codes of conducts set by country-specific ethics committees. Such guidelines function as minimal requirement for ethical reflection. This book seeks to engage the community of science education researchers in a conversation on ethics in science education moving beyond the mere compliance with governmental regulations toward a collective reflection. It asks the question of whether the existing guidelines provided for researchers are keeping up with contemporary realities of the visual presence of individuals in digital spaces. It also asks questions on how participatory research methodologies alters the relations between researchers and practitioners. This book is organized into two parts: Part one is entitled Challenging existing norms and practices. It asks questions such as: What are the conditions of knowledge that shape ethical decision making? Where is this kind of knowledge coming from? How is this knowledge structured, and where are the limitations? How can we justify our beliefs concerning our ethical research actions? Part two Epistemological considerations for ethical science education research centres norms and practices of conducting science education research in regard to methods, validity and scope. .