The myth of 'scientific method' in contemporary educational research

Journal of Philosophy of Education 40 (2):137–156 (2006)

Authors
Darrell P. Rowbottom
Lingnan University
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 the misconception of science in operation and 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
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DOI 10.1111/j.1467-9752.2006.00508.x
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References found in this work BETA

Criticism and the Growth of Knowledge.Imre Lakatos & Alan Musgrave (eds.) - 1970 - Cambridge University Press.
Against Method.Paul Feyerabend - 1975 - London: New Left Books.
In Defense of Pure Reason.Laurence BonJour - 1998 - Cambridge University Press.
The Scientific Image.C. Van Fraassen Bas - 1980 - Oxford University Press.

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Citations of this work BETA

Scientism and Scientific Thinking.Renia Gasparatou - 2017 - Science & Education 26 (7-9):799-812.
Proteus Rising: Re-Imagining Educational Research.Richard Smith - 2008 - Journal of Philosophy of Education 42 (s1):183-198.
What Are We Looking For?—Pro Critical Realism in Text Interpretation.Pauli Siljander - 2011 - Journal of Philosophy of Education 45 (3):493-510.
The Logics of Discovery in Popper’s Evolutionary Epistemology.Mehul Shah - 2008 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 39 (2):303 - 319.

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