The myth of 'scientific method' in contemporary educational research

Abstract

Whether 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.