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Article: The myth of 'scientific method' in contemporary educational research

TitleThe myth of 'scientific method' in contemporary educational research
Authors
Issue Date2006
Citation
Journal Of Philosophy Of Education, 2006, v. 40 n. 2, p. 137-156 How to Cite?
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. © 2006 Journal of the Philosophy of Education Society of Great Britain.
Persistent Identifierhttp://hdl.handle.net/10722/161263
ISSN
2015 Impact Factor: 0.444
2015 SCImago Journal Rankings: 0.657
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorRowbottom, DPen_HK
dc.contributor.authorAiston, SJen_HK
dc.date.accessioned2012-08-24T08:28:52Z-
dc.date.available2012-08-24T08:28:52Z-
dc.date.issued2006en_HK
dc.identifier.citationJournal Of Philosophy Of Education, 2006, v. 40 n. 2, p. 137-156en_HK
dc.identifier.issn0309-8249en_HK
dc.identifier.urihttp://hdl.handle.net/10722/161263-
dc.description.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. © 2006 Journal of the Philosophy of Education Society of Great Britain.en_HK
dc.languageengen_US
dc.relation.ispartofJournal of Philosophy of Educationen_HK
dc.titleThe myth of 'scientific method' in contemporary educational researchen_HK
dc.typeArticleen_HK
dc.identifier.emailAiston, SJ: aiston@hku.hken_HK
dc.identifier.authorityAiston, SJ=rp01636en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1111/j.1467-9752.2006.00508.xen_HK
dc.identifier.scopuseid_2-s2.0-33745887756en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33745887756&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume40en_HK
dc.identifier.issue2en_HK
dc.identifier.spage137en_HK
dc.identifier.epage156en_HK
dc.identifier.isiWOS:000238890900003-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridRowbottom, DP=22938828600en_HK
dc.identifier.scopusauthoridAiston, SJ=14036787400en_HK
dc.identifier.citeulike755579-

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