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The impact your research has in the real world is of vital importance to researchers, to those who fund research and to those across the globe who benefit from your research findings. Research impact is defined in as ‘the contribution that research makes to the economy, society, environment or culture, beyond the contribution to academic research’. Here, we present an impact evaluation of research and share some takeaways that can help you to measure the impact of your research (Hatisaru et al., 2023).

Research teaching us the impact of perceptions

Hatisaru knew that it could be difficult to figure out why certain students weren’t progressing as well as others, especially in STEM subjects (science, technology, engineering and mathematics). To better understand some of the factors stopping students from reaching their full potential, Hatisaru (2022) used drawing to explore students’ perceptions of mathematics and mathematicians. She conducted three related studies in °Õü°ù°ì¾±²â±ð and Australia: , , and .

STEM graduates are in high demand, with skills considered critical to economic prosperity and productivity, but enrolments in high school mathematics classes are declining, for example, in and . Misconceptions, biases and stereotypes can all contribute to poor engagement and performance in STEM, including . The DAMT and DAMC research looked at drawings to help understand school students’ perceptions of mathematics, mathematicians and mathematics classrooms, and to investigate how those perceptions influence their learning outcomes. The D-STEM research sought to better understand STEM educators’ perceptions of STEM learning environments. The DAMT research found that students’ perceptions of mathematics were influenced by how they view their mathematics teachers. Classroom practices represented in the DAMC drawings were often not in line with current research on best practice (Hatisaru, 2020). They showed that teacher-centred instructional practices were commonly employed, despite having been demonstrated to negatively impact students’ attitudes (Hatisaru & Murphy, 2019). Meanwhile the D-STEM research found that STEM learning environments, in participants’ drawings, were represented as student-centred and included classroom teachers as facilitators. These environments, however, did not consider linkages with the community or industry in their representations.

Outcomes and impact

The impact of the DAMT, DAMC and D-STEM studies was investigated under the Research Impact Evidence Scheme (Hatisaru et al., 2023). This investigation was informed by the Australian government’s national and used quantitative and qualitative approaches to demonstrating engagement, outcomes and impact.

In addition to publishing the research’s findings widely, Hatisaru targeted professionals who would benefit from utilising her research through presentations, workshops and seminars in Australia, the UK, Germany, Finland, Italy, Sweden, °Õü°ù°ì¾±²â±ð and Prague.

The D-STEM tool was made available for use by more than 1,000 Australian schools, through the . The DAMC and DAMT tools were introduced to schoolteachers through departments of education and . Semi-structured interviews with the research end-users have identified that some teachers incorporated the DAMC, DAMT or D-STEM exercises into their classroom practices as reflective tools (Hatisaru et al., 2023). A primary schoolteacher noted:

As a reflection on a chaotic day – it (the DAMC) is used to refocus the kids. When I am teaching, I lose my focus, and the drawing activities help to reconnect, increase talking and communication and reflection. Easy – not like a test.

Additionally, tertiary educators have incorporated these exercises into pre-service teacher training, equipping them with tools for reflective practice. The research clearly has elevated awareness of stereotypes associated with mathematics and is helping pre-service teachers to resolve fears of teaching mathematics and personal attitude shifts. A university lecturer stated:

It is interesting to gain an insight into the image of mathematics teaching among pre-service teachers. Above all, it also becomes clear how many pre-service teachers have had bad experiences in mathematics teaching during their time at school and have developed mathematics fears as a result.

Takeaways

‘Partnerships between academics and practitioners offer a pathway to understand and disrupt the current downward trend in STEM enrolments.’

The impact evaluation prompted some important considerations for researchers, teachers, funders and governing bodies. First, evaluating the impact of research requires additional investment in your research budget, which is often hard to secure. Second, research impact takes time to emerge, which could be a design consideration for researchers, as well as a prioritisation consideration for funders. And third, education systems broadly should also be cognisant of the importance of measuring impact when designing and implementing interventions.

In targeting the challenges facing STEM students, teachers and school leaders, partnerships between academics and practitioners offer a pathway to understand and disrupt the current downward trend in STEM enrolments.

References

Hatisaru, V. (2020). Exploring evidence of mathematical tasks and representations in the drawings of middle school students. International Electronic Journal of Mathematics Education, 15(3), Article em0609.

Hatisaru, V. (2022). The knowledge produced through student drawings. Frontiers in Psychology, 13, Article 1042383.

Hatisaru, V., & Murphy, C. (2019). ‘Creature’ teachers ‘monster’ mathematicians: Students’ views about mathematicians and their stated attitudes to mathematics. International Journal of Education in Mathematics, Science and Technology, 7(3), 215–221.

Hatisaru, V., Fraser, S., Falloon, G., & Clayden, D. (2023). Using drawing to build better STEM learning environments. Edith Cowan University.