ABSTRACT
This chapter introduces the ontological and epistemological positions associated with three common paradigms underpinning Science, Technology, Engineering, and Mathematics (STEM) educational research: positivism, interpretivism, and pragmatism. These are important considerations for STEM educational researchers since they influence the research questions that can be posed and the methodology the researcher uses to answer the questions. For each paradigm, consideration is given to common criticisms of the paradigm and typical research methods employed in studies that adopt the paradigm. Finally, the rationale for, and consequences of, a transition to a quantum-theoretical paradigm for educational research are outlined.
