Multi-methodological perspectives of science education research: a review based on paradigmatic dimensions

The objective of this article was to analyze the contributions of research from multi-methodological perspectives and paradigmatic dimensions that allow the sponsorship of synergistic and systemic studies in science education. Hence, a mixed research methodology with a non-experimental and simple descriptive cross-sectional design was proposed. This allowed for the implementation of a Systematic Literature Review (SLR) using epistemological studies and meta-analysis protocols according to PRISMA in different international data sources between 2000-2020. The Overall Quality (OQ) of the online search achieved a confidence index of 95% using a PRISMA checklist and a publication item assessment tool. The results obtained show an underreporting of multi-methodological research from ontological, epistemological, methodological, and technological paradigmatic dimensions. The twenty-two primary publications are mainly theoretical, meaning that they use methodologies that require more empirical validation in order to be accepted. These results provide an important overview for future research in this field, making it possible to consolidate the construction of a substantive theory that makes explicit new forms of research in science education since, due to their complex nature, they generally do not find satisfactory answers from individual approaches.