A survey of literature on methodology reveals that the whole-part relationship is broken between the overarching definition of methodology and compatible sets of methodic practices and underlying assumptions. Two key general structures are missing: (a) a big picture view within which to organize definitions and parts, and (b) a framework within which to guide analysis of any particular feature of methodology without detaching from an understanding of the particular in relation to the whole. As a consequence, a basic question remains unanswered about what social scientists mean by methodology. The current manuscript explored literature relating to methodology, without emphasis on any specific paradigm, with the aim of synthesizing both the definitions (i.e., the whole) and components (i.e., the parts) of methodology. Using hermeneutic synthesis, nine definitions of methodology and four methodological decision sets were inferred. Definitions and decision sets were integrated into a range-based methodological framework. The resulting framework captures the continuum of methodological choices made by inquirers, which has implications for educators, methodologists, and researchers seeking to engage in inter- and intra-paradigm methodological analysis to understand and compare methodological decision points. 

The introduction of evolution in post-apartheid South Africa in 2008 presented significant challenges for teachers, due to both their own and their students' faith-based biases. This study investigates South African teachers' attitudes and understanding of evolution, utilizing Lemkian sociocultural theory and Vygotskian ZPD scaffolding. A mixed-methods approach was employed, including a Likert-scale questionnaire from 91 life science teachers and qualitative insights from open-ended questions. Results reveal a lack of enthusiasm for teaching evolution, influenced by personal religious beliefs and doubts about its scientific validity. Teachers often call for equal representation of evolution and creationism in classrooms. The preparation of teachers must address the stagnant discussion of evolution, while the life sciences curriculum emphasizes the Nature of Science, scientific literacy, and connections between science and society is compromised.