Postpositivism and educational research
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. This book argues that, while there is much to be learned from recent critiques regarding truth in research, traditional scientific values and assumptions are not outmoded. Visit our website for sample chapters!
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1 Foundationalist Epistemologies
2 Data about X and Y
Philosophical Commitments of Postpositivist Researchers
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accepted answer argue argument assumptions behavior beliefs Bell Curve Benny Benny's bias biased Binet causal chapter classroom competent inquiry consequences course criteria criticism Cyril Burt Denis Descartes Dewey discussion educational research empiricism empiricist ence epistemically relevant epistemologies Erlwanger evidence example experience explain fact factors false foundationalism foundationalist hermeneutical human action hypothesis ideal identified important individuals inductive inductive reasoning influence interesting internal interpretation involved issue Karl Popper knowledge claim Kohlberg's stage Lee and Smith logical positivism logical positivist Mario Bunge matter meaning metanarrative methods microlevel natural sciences Nick's nonfoundationalist objectivity observational ovum perhaps perspective phenomena Phillips philosophers physical position positivism postpositivism postpositivists problem of induction problems produce psychology questions reality reason Reichenbach role sciences and educational scientists seems sense situation Skinner social science teacher theory things tion true truth understand validity value neutrality warranted