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1.
Elliot P. Douglas Mirka Koro-Ljungberg Maura Borrego 《European Journal of Engineering Education》2010,35(3):247-257
The purpose of this paper is to explore some challenges and promises when the epistemological diversity embedded in qualitative research traditions is introduced to research communities with one dominant research paradigm, such as engineering education. Literature is used from other fields and empirical data are used from engineering education, including the practices of the European Journal of Engineering Education and the Journal of Engineering Education, with the expectation that the ideas that are presented are relevant to a broad range of education disciplines. A number of challenges are identified as the epistemological diversity of qualitative research is introduced to the primarily positivist field of engineering education. Ultimately, embracing epistemological diversity holds the promise of researchers being able to ask: ‘What questions and answers become possible from these newly created positions and what can be learned from these alternative approaches?’. 相似文献
2.
《British Journal of Educational Studies》2012,60(4):369-389
ABSTRACT:? This paper starts from an examination of an epistemological framework that underpins practice in particular educational contexts. It examines work-based knowledge, relating this to practitioner research and evidence informed practice. This is followed by an exploration of arguments that call for increased rigour in educational research as well as the use of systematic reviews. The paper examines tensions within educational research located in particular institutional contexts which draw upon ‘post-modern’ conceptualisations of practice, setting these against research concerned with generalisability that veers towards traditional positivist claims. The paper concludes by suggesting that such arguments readily fold back into a conservative empiricism and a more appropriate position should be based upon dialogue across a range of constituents. However, such a notion needs to recognise social antagonism as well as aspirations towards the deepening of notions of social justice. 相似文献
3.
Previous research on student typological models has centered on undergraduates' general philosophies of higher education. This study focused on students' more specific views of the purposes of education, desired teaching-learning arrangements, and roles with faculty in academic decision-making. Undergraduates (N = 3,628) completed the Student Orientations Survey, and orientation scale scores were used in a multidimensional typological analysis. Five distinct student learner profiles were identified; coefficients of group homogeneity and between-groupF's supported the uniqueness of each group profile. Discussion centered on various implications for postsecondary institutions regarding the use of a typological scheme premised on student orientations and learning preferences.Presented at the American Educational Research Association Conference, March 28, 1978. 相似文献
4.
Dana L. Zeidler Benjamin C. Herman Mitch Ruzek Anne Linder Shu‐Sheng Lin 《科学教学研究杂志》2013,50(3):251-283
The purpose of this investigation was to examine, from a cross‐cultural perspective, students' epistemological patterns of reasoning about socioscientific issues (SSI), and to identify potential interactions of cultural and scientific identity. Mediating factors associated with students' argumentation and discourse about SSI, as well as the public's understanding of science, has been identified as an important area of investigation in the field of science education. This mixed‐methods design included over 300 students from Jamaica, South Africa, Sweden, Taiwan, and the United States. Students responded to instruments designed to assess their epistemological conceptualizations and justifications related to distributive justice, allocation of scarce medical resources, and epistemological beliefs over five dimensions related to scientific knowledge. Four iterations of a coding scheme produced over 97% inter‐rater agreement for four independent coders. Results indicate there is a consistent trend toward epistemological congruity across cultures within inductively derived themes of: (1) Fairness; (2) Pragmatism; (3) Emotive Reasoning; (4) Utility; and (5) Theological Issues. Moreover, there were no discernable differences in terms of how students from these countries presented their beliefs on the sub‐categories of each of the five major categories. It appears that students displayed a high degree of congruence with respect to how they frame their reasoning on this SSI as well as their justifications for their epistemological beliefs. There were statistically significant differences regarding the ability to raise scientifically relevant questions among countries. Commonalities as well as distinguishing characteristics in epistemological orientations are compared and contrasted and connections to a model of socioscientific reasoning with implications for research and pedagogy are discussed. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:251–283, 2013 相似文献
5.
David R Geelan 《The Australian Educational Researcher》2001,28(2):129-146
Discussion between the adherents of various orientations within educational research has often generated more heat than light. A pervasive analogy drawn in these discussions has been between the philosophy of science and educational research. In this paper I explore the value of several influential perspectives within twentieth century philosophy of science as means of understanding what researchers in education do, and why. I suggest that Paul Feyerabend’s ‘anything goes’ epistemological perspective has much to offer in supporting rich educational research. If positivist standards of validity and reliability are no longer considered appropriate for some forms of educational research, however, new standards for justification and representation, explicitly stated within the research, will be necessary. 相似文献
6.
Michael J. Dunkin 《Asia-Pacific Journal of Teacher Education》1996,24(2):127-137
Syntheses of research are influential in regard to subsequent research, policy and practice. They provide the empirical bases for applications for research grants, for higher‐degree dissertations and theses, and for individual and institutional research. They are used by policy makers in designing strategies for development, and they are used to guide practitioners in the enhancement of professional activity. They provide the contents of highly regarded publications in handbooks, encyclopaedias, and textbooks, and become the best‐known statements of the state of knowledge on the topics to which they are addressed. The processes by which syntheses of research are disseminated are equally important, because they determine which syntheses are available publicly for the above purposes. If the authors of the original sources are wrong in announcing their findings, if the synthesisers of that research do not identify the errors, if the referees of the syntheses submitted for publication are lax, if the editors of the reports of those referees are not on guard, then a potentially damaging synthesis can be released. As a result, whole programmes of misguided research, policy and practice can eventuate. The likelihood that a poor synthesis would survive the rigorous refereeing process employed by prestigious scholarly journals must be very small. Nevertheless, the consequences of such a mistake warrant contemplation. It could happen! Indeed, it appears to have happened! In what follows I will give further demonstration that it has happened. In the first part of this case study (Dunkin, 1995), I reported an evaluation of that part of Kagan's (1992) synthesis of research on teachers’ professional growth that concerned preservice teachers. In this paper, I will focus on the synthesis of research on first‐year and beginning teachers. 相似文献
7.
David R Geelan 《The Australian Educational Researcher》2001,28(1):129-146
Discussion between the adherents of various orientations within educational research has often generated more heat than light. A pervasive analogy drawn in these discussions has been between the philosophy of science and educational research. In this paper I explore the value of several influential perspectives within twentieth century philosophy of science as means of understanding what researchers in education do, and why. I suggest that Paul Feyerabend’s ‘anything goes’ epistemological perspective has much to offer in supporting rich educational research. If positivist standards of validity and reliability are no longer considered appropriate for some forms of educational research, however, new standards for justification and representation, explicitly stated within the research, will be necessary. 相似文献
8.
9.
Robert N. Singer 《Quest (Human Kinetics)》2013,65(1):45-51
This article explicates the inconvenient truth that is at the core of the crisis currently facing the field of kinesiology. Namely, the instantiation of an epistemological hierarchy that privileges positivist over postpositivist, quantitative over qualitative, and predictive over interpretive ways of knowing. The discussion outlines the political, economic, and cultural forces responsible for kinesiology's putative scientific hegemony and speaks to its corollary: the very demise of the field caused by intensified subdisciplinary specialization and fragmentation and fundamental lack of comprehensiveness. The article outlines a potential corrective to kinesiology's blinkered epistemological and empirical vision, currently being developed at the University of Maryland. Physical Cultural Studies (PCS) is introduced as a synthesis of empirical, theoretical, and methodological influences (drawn from, among other sources, the sociology and history of sport and physical activity, the sociology of the body, and cultural studies) that are focused on the critical analysis of active bodies and specifically the manner in which they become organized, represented, and experienced in relation to the operations of social power. Thus, PCS is offered as an important contribution toward realizing the truly integrative and comprehensive kinesiology to which we as kinesiologists—and regardless of our empirical, theoretical, or epistemological proclivities—should aspire. 相似文献
10.
Pamela Roberts 《Teaching in Higher Education》2013,18(5):542-555
This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics’ beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics’ beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics’ responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching–research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes. 相似文献
11.
Michael Arnold 《The Australian Educational Researcher》1993,20(2):1-14
This article explores some aspects of the relationship between education research and the natural sciences. It begins by pointing out that empirical or positivist science of the Modern era has had a powerful influence on the method and on the products of education research. From there the article moves to discuss the post modern sciences of the current era and speculative examples are given of the way they too may influence the method and the products of education research. In conclusion it is argued that this can and will occur as both education research and post modern science inhabit the same cultural and epistemological field. 相似文献
12.
The focus on the dialogic-kishu kimkelay ta che method is the result of extensive research, debates and reflections contextualized in the territorial, cultural, linguistic and social diversity of central-southern Chile. This research methodology considers the coexistence of the Chilean and indigenous Mapuche worldviews of the inhabitants of this region of the country. With constructions that integrate these two epistemes, it develops a collective praxis in which diverse members belonging to both cultures can access their knowledge and expertise to form a research community. These members are the agents who decide what, why and how to conduct research. To study their own reality with the aim of transforming it, they practice the epistemological principles of situational historical diversity, gnoseological reciprocity, epistemic thought and expansive rationality. Hence, investigative praxes abandon terminology used in classic research to acquire an integrative conception of a reality that intertwines being, nature and the cosmos. 相似文献
13.
Stephen J. Ball 《British Journal of Sociology of Education》1997,18(3):317-336
This paper, drawn from an ESRC‐funded research project, deploys data from one secondary school to raise some general issues about the development of disciplinary technologies of surveillance and uses of performativity in education. It is argued that the use of Total Quality Management, School Development Planning and Ofsted (The Office for Standards in Education) Inspections, individually and collectively produce an intensification of teachers’ work, submit teachers more directly to the ‘gaze’ of policy, and encourage schools and teachers to ‘fabricate’ themselves for the purposes of evaluation and comparison. The paper is premised on the argument that schools cannot be represented adequately within research (or evaluation) by simple stories or single essentialising tags; ‘good/bad’, ‘successful/failing’ ‐‐ they are inherently paradoxical institutions. 相似文献
14.
WANG Mei 《课程.教材.教法》2008,(12)
概念转变研究为我们提供了有关人是如何学习,尤其是如何进行深度理解与学习的"新认识论"视角。众多基于实证的重要研究发现启示我们,学习环境的设计应该:重视并运用学习者的先前概念;分析并转变先前概念背后的本体论和认识论假定;发展学习者的元概念意识;创设安全、包容的学习环境;精心安排课程材料。 相似文献
15.
This article describes how Critical Communicative Methodology (CCM) has been used successfully to analyse educational inequalities in ways that generate real transformation towards social justice. We begin by arguing that educational research today should employ new methodological approaches that can ensure the inclusion of different voices in social science research and the production of knowledge that transforms social exclusion. We then analyse the main epistemological positions of CCM, based on Habermas’ communicative action theory, and explain how it was implemented in the European Union-funded INCLUD-ED project. Finally, we illustrate how INCLUD-ED has had a social and political impact and we argue that research with vulnerable groups, based on the principles of CCM, can generate social and educational transformation. 相似文献
16.
在心理学研究中,有定性研究和定量研究之分,或者有质化研究和量化研究之分。定性或质化研究通常被认为是一种人文社会科学的主观研究范式,定量研究或量化研究通常被认为是一种实证自然科学的客观研究范式。在心理学的历史中,有过定性研究占主导的时期,也有过定量研究占主导的时期。出现过定性研究对定量研究的排斥,也出现过定量研究对定性研究的排斥。在心理学的理论中,重要的是寻求定性或质化研究与定量或量化研究的关系定位。在心理学的方法中,重要的是寻求定性或质化研究与定量或量化研究的研究定位。 相似文献
17.
Chris Green Celia Taylor Sharon Buckley Sarah Hean 《International Journal of Research & Method in Education》2016,39(3):329-344
ABSTRACTWhilst systematic reviews, meta-analyses and other forms of synthesis are considered amongst the most valuable forms of research evidence, their limited impact on educational policy and practice has been criticised. In this article, we analyse why systematic reviews do not benefit users of evidence more consistently and suggest how review teams can optimise the impact of their work. We introduce the Beyond Synthesis Impact Chain (BSIC), an integrated framework of practical strategies for enhancing the impact of systematic reviews. Using examples from health professions education, we propose that review teams can optimise the impact of their work by employing strategies that (1) focus on practical problems and mindful planning in collaboration with users; (2) ensure reviews are relevant and syntheses reflexively account for users’ needs; and (3) couch reports in terms that resonate with users’ needs and increase access through targeted and strategic dissemination. We argue that combining practical principles with robust and transparent procedures can purposefully account for impact, and foster the uptake of review evidence in educational policy and practice. For systematic review teams, this paper offers strategies for enhancing the practical utility and potential impact of systematic reviews and other forms of synthesis. 相似文献
18.
This paper examines university social science and education students' views of research methodology, especially asking whether a negative research orientation towards quantitative methods exists. Finnish (n?=?196) and US (n?=?122) students answered a questionnaire concerning their views on quantitative, qualitative, empirical, and theoretical methods, their readiness to use quantitative and qualitative methods in their own research, and the difficulties they experienced in quantitative methods' learning. Students were clustered in groups according to their views. Students had varying combinations of views on the methods, that is different research orientations towards methods were found in both countries. Some of the students had a dichotic attitude towards quantitative and qualitative methods; they seemed to “choose their side” between these methods. In both countries a negative research orientation towards quantitative methods was found. It was connected with either difficulties in quantitative methods' learning or with a lower appreciation of empirical methods than that of other students. Major subject and study year had no effect, so the views were not discipline‐specific and students seemed to already have them on entering university. Views were quite stable during the course. A reduction in difficulties experienced with quantitative methods' learning was connected with a lowered over‐appreciation of qualitative methods at the end of the course. 相似文献
19.
文章运用科学认识论和方法论，探讨了高分子化学的创立过程及其方法特点，发现合成类化学独立体系的认识论规律不同于实验类化学，其方法的主要特点是实验观察、理论分析和挑战传统。这一研究对于未来化学合成技术的发明以及合成类化学新体系的创立具有积极的借鉴作用。 相似文献
20.
《高等教育研究与发展》2012,31(1):5-13
Higher Education Research & Development (HERD) was established to address a perceived gap in higher education publishing: research of interest to practitioners that was engagingly written. After 30 years of contributing to the field, HERD has constructed a unique position for itself among higher education journals. This paper reviews the general patterns and tendencies demonstrated through the citation practices of authors in the first five years of HERD and it compares them with the ideas used to support arguments about higher education research in more recent articles published in the journal. By comparing the results of this review with citation practices in similar journals of higher education, the study suggests that HERD continues to attract practitioner researchers responding to the changing social and epistemological landscape of higher education. The paper concludes that HERD has been instrumental in consolidating the concepts of the field in a way that has accommodated a large number of authors who only occasionally engage in higher education research. This, in turn, has led to the emergence of a distinctive literature about higher education teaching and learning. 相似文献