Literaturnachweis - Detailanzeige
Autor/inn/en | Rowbottom, Darrell Patrick; Aiston, Sarah Jane |
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Titel | The Myth of "Scientific Method" in Contemporary Educational Research |
Quelle | In: Journal of Philosophy of Education, 40 (2006) 2, S.137-156 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0309-8249 |
DOI | 10.1111/j.1467-9752.2006.00508.x |
Schlagwörter | Scientific Research; Educational Research; Textbooks; Misconceptions; Research Methodology |
Abstract | Whether educational research should employ the "scientific method" has been a recurring issue in its history. Hence, textbooks on research methods continue to perpetuate the idea that research students ought to choose between competing camps: "positivist" or "interpretivist". In reference to one of the most widely referred to educational research methods textbooks on the market--namely "Research Methods in Education" by Cohen, Manion, and Morrison--this paper demonstrates (1) the misconception of science in operation and (2) the perversely false dichotomy that has become enshrined in educational research. It then advocates a new approach, and suggests that the fixation with "science" versus "non-science" is counterproductive, when what is actually required for good inquiry is a critical approach to knowledge claims. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |