| Title: |
The Myth of 'Scientific Method' in Contemporary Educational Research |
| Language: |
English |
| Authors: |
Rowbottom, Darrell Patrick; Aiston, Sarah Jane |
| Source: |
Journal of Philosophy of Education. May 2006 40(2):137-156. |
| Availability: |
Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp. |
| Peer Reviewed: |
Y |
| Page Count: |
20 |
| Publication Date: |
2006 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Descriptors: |
Scientific Research; Educational Research; Textbooks; Misconceptions; Research Methodology |
| DOI: |
10.1111/j.1467-9752.2006.00508.x |
| ISSN: |
0309-8249 |
| 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. |
| Abstractor: |
Author |
| Number of References: |
45 |
| Entry Date: |
2006 |
| Accession Number: |
EJ739822 |
| Database: |
ERIC |