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AutorenRowbottom, Darrell Patrick; Aiston, Sarah Jane
TitelThe Myth of "Scientific Method" in Contemporary Educational Research
QuelleIn: Journal of Philosophy of Education, 40 (2006) 2, S.137-156 (20 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0309-8249
DOI10.1111/j.1467-9752.2006.00508.x
SchlagwörterScientific Research; Educational Research; Textbooks; Misconceptions; Research Methodology
AbstractWhether 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).
AnmerkungenBlackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp.
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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