Methodological turns of educational research
| Autor: | Bitinas, Bronislovas |
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| Jazyk: | litevština |
| Rok vydání: | 2006 |
| Předmět: | |
| Zdroj: | Pedagogika 2006, 83, p. 9-15. Pedagogika, ISSN 1392-0340, 2006, [Nr.] 83, p. 9-15 |
| ISSN: | 1392-0340 2029-0551 |
| Popis: | Straipsnyje aptariama per pastarąjį dešimtmetį edukologijos moksle įsitvirtinusi kiekybinių ir kokybinių tyrimų konkurencija ir jos iššūkis Lietuvos mokslininkų metodologinei kultūrai kaip edukologinių tyrimų rezultatų pripažinimo pagrindinei sąlygai. Daroma išvada, kad kiekybiniai ir kokybiniai tyrimai atstovauja skirtingas metodologines paradigmas, tačiau adekvačiai taikomos šios paradigmos ne konfrontuoja, o viena kita paremia. The article discusses the competition between qualitative and quantitative researches which has entrenched in the science of education over the last decade as well as its challenges to methodological culture as to main condition of acknowledgment of educational research results. The mission of the science of education is to reveal what is not known, to manifest new truths, ideas and methods of activity optimisation, to improve the present reality of education and to create a new one; description and explanation of the reality is not enough: the most important goal is to provide ways to improve it. While conducting researches and formulating conclusions, an education scientist may employ such estimations as ‘often’, ‘rarely’, etc., however s/he has no right to guarantee absolute correctness of conclusions and recommendations. In science metrology, cognition objects of similar nature are referred to as low conditioned systems. Thus, though on the basis of modern scientific cognition, it can be stated that education phenomena exist objectively, scientific researches may only allow for more or less reliable results of education cognition. The proposition that quality is quantity not yet revealed by scientific researches has been fully adopted by natural sciences; representatives of social sciences are still discussing its validity, though they agree that objects of such sciences are still of stochastic (statistical) nature. Two approaches to scientific problem solutions have... [to full text] |
| Databáze: | OpenAIRE |
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