research in edu group 1
TRANSCRIPT
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THE NATURE OF INQUIRY
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Problem
Asking for information
To find solution
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Research
• Scientific & Positivistic methodology• Naturalistic & Interpretive methodology• Methodologist from Critical Theory
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Research is concerned with :• Understanding the world• How we view our world• What we take understanding to be• What we see as the purpose of understanding
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The Search for Truth( Mouly 1978 )
1. Experience2. Reasoning 3. Research
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1. ExperienceScientist Laypeople
Construct their theories systematically No attempt when trying to explain an occurence
Concerns with such relationship are :SeriousSystematic Use technique and procedures
Concerns with such relationship are :LooseUnsystematic Uncontrolled
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2. Reasoning• Deductive• Inductive• Combined inductive – deductive
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3. Research
Research has 3 characteristics :• Experience
Research is systematic and controlled• Empirical
based on reality• Self-correcting
combination of both experience and reasoning
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2 conceptions of Social RealityONTOLOGICAL EPISTEMOLOGICAL
Concern with : social phenomena Concern with : communication
“is it reality?”“is it created by one’s own mind?”
“is it possible to communicate the nature of knowledge?”
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Positivism
That all genuine knowledge is based on sense of experience,and can only be advanced byObservation and experiment
( Auguste Comte )
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Giddens (1975)• Scientist as an observer of social reality• Their analysis must be expressed in Laws
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THE ASSUMPTIONS AND THE NATURE OF SCIENCE
The assumption of determinism
The assumption of empiricism
The assumption of the principle of parsimony
The assumption of generality
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TWO BROAD VIEWS OF SCIENCE
Statistic
Dynamic
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THE TOOLS OF SCIENCE
Concepts
Hypothesis
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THE SCIENTIFIC METHOD
A scientific approach necessarily involves standards and procedures
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CRITICISMS OF POSITIVISM AND THE SCIENTIFIC METHOD
The positivist paradigm has been allowed to exert on areas
of our intellectual life.
Positivism’s concern for control and
Its appeal to the passivity of behaviourism
and for instrumental reason.
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Phenomenology, Ethnomethodology and Symbolic
Interactionism
The Explanation of Phenomenology The Explanation of Ethnomethodology The Explanation of Symbolic Interactionism
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The Explanation of Phenomenology
Phenomenology is a theoretical point of view that advocates the study of direct experience taken at face value
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The Explanation of Ethnomethodology
Ethnomethodology is concerned with the world of everyday life and how people make sense of their everyday world.
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The Explanation of Symbolic Interactionism
Symbolic Interactionism a Symbol of interacting which is produced and represented by people in the external world.
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CRITICAL THEORY AND CRITICAL EDUCATIONAL RESEARCH
F A Y , 1 9 8 7 A N D M O R R I S O N , 1 9 9 5
CRIT ICAL THEORY:P R E S C R I P T I V E N O R M A T I V E E N T A I L I N G A V I E W O F W H A T B E H A V I O U R I N A S O C I A L D E M O C R A C Y S H O U L D E N T A I L
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THE INTENTIONTo realize a society that is based on equality and democracy for all its members.
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THE PURPOSETo change the situation and phenomena
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IN PARTICULAR IT SEEKS:To emancipate the disempoweredTo redress inequality To promote individual freedoms within a democratic society
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SUBSTANSIVE AGENDAExamining and interogating:The relationship between school and societyPerpetuate or reduce inequalityThe social construction and curriculaHow power is produced and reproduced through education
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CRITICISMS OF APPROACH FROM CRITICAL THEORY
A critique of this approach is the view that critical theory has a deliberate political agendaThe task of the researcher is not to be an ideologue or to have an agenda, but to be dispassionate, disinterested and objective.
(Morrison, 1995a)
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CRITICAL THEORY AND CURRICULUM RESEARCH
The curriculum is a selection of what is deemed to be worthwhile knowledge.Curriculum is an ideological selection from a range of possible knowledge.
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A RESEARCH AGENDA FOR CRITICAL THEORIST IS
How the curriculum perpetuates the societal status quo
how can it (and should it) promote equality in society
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A SUMMARY OF THE THREE PARADIGMS11
Feminist Research
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Feminist research challenges the legitimacy of research that does not empower oppressed and otherwise invisible groups—women.
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RESEARCH AND EVALUATION
The Definition of Research and Evaluation The Differences between Evaluation and Research from Several Commentators Similarities and Differences in Research and Evaluation
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THE DEFINITION OF RESEARCH AND EVALUATION
ResearchA systematic controlled, empirical, and critical way to search the truth of natural phenomena in our environment.
EvaluationA systematic determination of a subject's merit, worth and significance, using criteria governed by a set of standards.
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THE DIFFERENCES BETWEEN EVALUATION AND RESEARCH FROM SEVERAL COMMENTATORS
Smith and Glass (1987) offer eight main differences:
1. The intents and purposes of the investigation2. The scope of the investigation evaluation3. Values in the investigation Research4. The origins of the study Research5. The uses of the study6. The timeliness of the study Evaluation7. Criteria for judging the study Evaluation8. The agendas of the study
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NORRIS (1990) REPORTS AN EARLIER PIECE OF WORK BY GLASS AND
WORTHEN The motivation of the enquirer Research The objectives of the search Research Laws versus description Research The role of explanation Proper and useful evaluation The autonomy of the inquiry Evaluation Properties of the phenomena that are assessed
Evaluation University of the phenomena studied Research Salience of the value question in Evaluation Investigative techniques Criteria for assessing the activity Disciplinary base
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SIMILARITIES AND DIFFERENCES IN RESEARCH AND EVALUATION
Evaluation Research
Area of Application Application of the examination as wide as possible
Application of the examination as wide as possible
Narrow application of findings focused in the project
Application of findings as wide as possible
Aim of providing concrete feedback
Aim of increasing the body of scientific knowledge
Theory Field-dependent: theory used to enlarge the understanding of findings
Theory-dependent derived from of aspiring to theory
Methodology Evaluation setting and data collection methods derived from the field.
Research setting and data collection methods derived and theory.
The evaluator is reactive The researcher is activateGeneralization Attempt to understand
what is happening in a specific project
Attempt formulate a general law, external validity is important
Relevance Useful for the project Increase of scientific knowledge
Causality Stresses internal validity; that which is an artefact in research is seen as an internal variable in order to reach causality
Internal validity is important; stress is on a small number of causal variables in isolation from other variables
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EVALUATIVE RESEARCH OR APPLIED RESEARCH
Evaluative Research:
Evaluative Research seeks to assess or judge in some way, providing useful information about something other than might be gleaned in mere observation or investigation of relationships.
Applied research:
A form of systematic inquiry involving the practical application of science.
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RESEARCH, POLITICS AND POLICY-MAKING
Research and politics intertwine, the relationships between educational research, politics and policy-making are complex.
A significant tension between research and policy-makers.
The issue of the connection between research and politics.
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METHODS AND METHODOLOGY
The Definition of MethodsThe Definition of MethodologyThe Aim of Methodology
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THE DEFINITION OF METHODS
Methods are the tools, techniques or processes that we use in our research. These might be, for example, surveys, interviews, Photo voice, or participant observation. Methods and how they are used are shaped by methodology.
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THE DEFINITION OF METHODOLOGY
Methodology is the study of how research is done, how we find out about things, and how knowledge is gained. In other words, methodology is about the principles that guide our research practices. Methodology therefore explains why we’re using certain methods or tools in our research.
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THE AIM OF METHODOLOGY
The aim is to help us to understand, in the broadest possible terms, not the products of scientific inquiry but the process itself.
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NORMATIVE INTERPRETIVE CRITICAL
Quantitative
Generalizing(Based on reality)Use numeric data
Corcern to : behavior
Society
Qualitative
Interpreting(based on reality, without numerical data)
Actions rather than causes
Individual(personal involvement of the researcher)
Critiquing(based on problem)To improve the condition to make it better
Action and interest
Political