Postpositivism and Educational ResearchRowman & Littlefield, 2000 - 101 páginas This volume presents in a forthright and lively way, an account of the philosophical position generally identified as 'Postpositivistic' that undergirds much of mainstream research in education and the related social sciences. The discussion throughout is informed by recent developments in philosophy of science. Authors D. C. Phillips and Nicholas C. Burbules cite a number of interesting examples from the educational research and evaluation literature to illustrate the value of a scientific approach. Many educational researchers aspire to carry out rigorous or disciplined inquiry aimed at producing accurate (and generally 'truthful') accounts of educational phenomena and the causal psychological or social processes that lay behind them. However, many recent critics have argued that it is a mistake to believe that research can yield theories, or advance claims that are true, objective, and value-neutral. In other words, that researchers always work within frameworks that embody important (and often questionable) assumptions about values and the nature of human knowledge. This book argues that , while there is much to be learned from recent critiques, traditional scientific values and assumptions are not outmoded. The authors show students how to implement and benefit from the scientific method in ways that take into account recent critiques. |
Índice
What Is Postpositivism? | 1 |
Philosophical Commitments of Postpositivist Researchers | 29 |
Objectivity Relativity and Value Neutrality | 45 |
Can and Should Educational Inquiry Be Scientific? | 65 |
97 | |
About the Authors | |
Otras ediciones - Ver todo
Postpositivism and Educational Research Denis Charles Phillips,Nicholas C. Burbules Vista de fragmentos - 2000 |
Postpositivism and Educational Research Denis Charles Phillips,Nicholas C. Burbules Vista de fragmentos - 2000 |
Términos y frases comunes
accepted answer argue argument assumptions behavior beliefs Bell Curve Benny Benny's bias biased Binet Burbules causal chapter classroom competent inquiry consequences course criteria criticism Cyril Burt Descartes Dewey discussion educa educational research empiricism empiricist ence epistemologies Erlwanger evaluation evidence example explain fact factors false foundationalism foundationalist Hans Reichenbach hermeneutical human action hypothesis ideal identified important individuals inductive influence internal interpretation involved issue Karl Popper knowledge claim Kohlberg's stage Lee and Smith logical positivist Mario Bunge matter meaning metanarrative methods microlevel natural sciences Nick's nonfoundationalist objectivity observational perspective phenomena Phillips philosophers philosophy of science physical position positivism postpositivism postpositivists problems psychology questions reality reason Reichenbach role sciences and educational scientific scientists seems sense situation Skinner social science teacher theory things tion true truth understand University Press validity value neutrality W. H. Auden warranted
Referencias a este libro
Scientific Research in Education National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Scientific Principles for Education Research No hay ninguna vista previa disponible - 2002 |
Designing and Conducting Mixed Methods Research John W. Creswell,Vicki L. Plano Clark Vista previa restringida - 2007 |