David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Philosophy of Education 42 (2):287-305 (2008)
Recent research shows that research programmes (quantitative, qualitative and mixed) in education are not displaced (as suggested by Kuhn) but rather lead to integration. The objective of this study is to present a rationale for mixed methods (integrative) research programs based on contemporary philosophy of science (Lakatos, Giere, Cartwright, Holton, Laudan). This historical reconstruction of episodes from physical science (spanning a period of almost 300 years, 17 th to 20 th century) does not agree with the positivist image of science. Quantitative data (empirical evidence) by itself, does not facilitate progress (despite widespread belief to the contrary), neither in the physical sciences nor in the social sciences (education) A historical reconstruction shows that both Piaget and Pascual-Leone's research programs in cognitive psychology, follow the Galilean idealisation quite closely, similar to the research programs of Newton, Mendeleev, Einstein, Thomson, Rutherford, Millikan and Perl in the physical sciences. This relationship does not imply that researchers in education have to emulate research in the physical sciences. A major argument in favor of mixed methods (integrative) research programs is that it provides a rationale for hypotheses, theories, guiding assumptions and presuppositions to compete and provide alternatives. Similar to the physical sciences, this proliferation of hypotheses leads to controversies and rivalries, and thus facilitates the decision making process of the scientific community. It is concluded that mixed methods research programs (not paradigms) in education can facilitate the construction of robust strategies, provided we let the problem situation (as studied by practicing researchers) decide the methodology.
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Thomas S. Kuhn (1996). The Structure of Scientific Revolutions. University of Chicago Press.
Thomas S. Kuhn (1962). The Structure of Scientific Revolutions Vol. The University of Chicago Press.
Imre Lakatos & Alan Musgrave (eds.) (1970). Criticism and the Growth of Knowledge. Cambridge University Press.
Nancy Cartwright (1999). The Dappled World: A Study of the Boundaries of Science. Cambridge University Press.
Nancy Cartwright (1983). How the Laws of Physics Lie. Oxford University Press.
Citations of this work BETA
No citations found.
Similar books and articles
Rosemary Deem (1996). The Future of Educational Research in the Context of the Social Sciences: A Special Case? British Journal of Educational Studies 44 (2):143-158.
David Bridges & Richard Smith (eds.) (2007). Philosophy, Methodology and Educational Research. Blackwell Pub..
David Bridges & Richard Smith (2006). Philosophy, Methodology and Educational Research: Introduction. Journal of Philosophy of Education 40 (2):131–135.
Kurt Bayertz (1991). Forschungsprogramm Und WissenschaftsentwicklungResearch Programme and Development of Science. Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 22 (2):229-243.
Kurt Bayertz (1991). Forschungsprogramm Und Wissenschaftsentwicklung. Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 22 (2):229 - 243.
David Scott (2000). Realism and Educational Research: New Perspectives and Possibilities. Falmer Press.
Maureen Connolly (1995). Phenomenology, Physical Education, and Special Populations. Human Studies 18 (1):25 - 40.
Added to index2009-01-28
Total downloads15 ( #241,589 of 1,907,384 )
Recent downloads (6 months)1 ( #466,442 of 1,907,384 )
How can I increase my downloads?