The Role And Importance Of Educational Research Philosophy Essay

The Role And grandeur Of Educational inquiry Philosophy EssayEducational look is important be let it is conducted in mark to yield trustworthy information regarding procreational problems and their solutions. There atomic number 18 many things that need to be considered when looking at what educational look into is for exercise some thought needs to be put into looking at current substitution classs, what counts as evidence in educational inquiry, principal(prenominal)taining quality, and the role of peer review in confirmatory new knowledge in educational research.There ar many incompatible approaches to educational research which atomic number 18 shaped by many different research paradigms. Koul (2008) claims that the various research paradigms induce different criteria for ontology and epistemology to maintain quality standards. The ontology and epistemology of a research paradigm influence tecs applying the quality standards, methodology and methods (para. 1).Wha t is Educational ResearchResearch is a combination of both(prenominal) have it away and reasoning and must be regarded as the approximately successful approach to the discovery of truth (Borg, 1963, as cited in Cohan, Manion, Morrison, 2000).Educational research can be extinctlined as a purposeful and systematic enquiry to shape out a problem, illuminate a situation or add to our knowledge (Mutch, 2005, pp. 14) by the discovery of non-trivial facts and insights (Howard Sharp, 1983, as cited in Bell, 2005, pp. 2) in telling to the improvement of education policy and practices, with a commitment to broader dissemination of research findings beyond publication in high status, international, refereed journals (Lingard Gale, 2010, pp. 31).In order to define educational research we must first look at what research is. Research is a combination of both experience and reasoning and must be regarded as the most successful approach to the discovery of truth, particularly as far as t he raw(a) sciences argon concerned (Borg, 1963, as cited in Cohan, Manion, Morrison, 2000). Therefore Educational Research can be defined as a purposeful and systematic enquiry to solve a problem, illuminate a situation or add to our knowledge (Mutch, 2005, pp. 14) by the discovery of non-trivial facts and insights (Howard Sharp, 1983, as cited in Bell, 2005, pp. 2) in relation to the improvement of education policy and practices, with a commitment to broader dissemination of research findings beyond publication in high status, international, refereed journals (Lingard Gale, 2010, pp. 31).Anderson and Arsenault, (1998) educe that there argon ten characteristics of educational research that can be grouped into three main categories the purpose of research, the procedures of research and the role of researcher (p. 7). They go on to explain that the purpose of research is to solve the problems and develop knowledge, the procedure involves collecting or generating data with accurat e observation, objective interpretation, and verification. It also involves c arefully intentional procedures and rigorous analysis (Anderson and Arsenault, 1998 pp. 7), and fin every(prenominal)y the role of researchers is to be patient and careful in every measuring rod of the researchers procedures, and be experts in their area of study, which requires them to use research data to develop solutions and increase knowledge.What is a prototypeThe use of this fashionable word came about from the philosopher of science, Thomas Kuhn. The word comes from the Greek buy the farm paradeigma which translates literally as pattern. It is used in complaisant science to describe an entire way of looking at the homophile (Davidson Tolich, 1999). It can be viewed as a basic set of beliefs held by an individual that represent a areaview which defines the temperament of the world, the individuals place in it and the range of possible relationships to that world and its parts (Denzin Linc oln, 1998, pp. 200) A paradigm relates to a particular set of philosophical assumptions about what the world is made of and how it works. One way to consider a paradigm is as a collection of ontological and epistemological assumptions (Davidson Tolich, 1999).Inquiry paradigms define for inquirers what it is they are about, and what travel within and removed the limits of legitimize inquiry. (http//prk.dreamwidth.org/60977.html)Examining paradigms define for inquirers what paradigms are about and what fall within in and outside the limits of that paradigm?Denzin and Lincon (1998) state that there are three fundamental questions that need to be addressed in order to complete research. These questions are the epistemological question, the ontological question, and the methodological question it is important to note that in meter mavin makes a question it effects how they answer the other two.The Epistemological QuestionEpistemology is the study of the spirit of knowledge. http //www.translationdirectory.com/glossaries/glossary007_e.htm Epistemology raises the questions of how we know what we know, and what is knowledge. http//atheism.about.com/od/philosophybranches/p/Epistemology.htm It encompasses the debate on if knowledge can be obtained through experience (Empiricism) or by the use of reasoning (rationalism).The epistemological question is asking what the form and nature of public is and, what can be known about it? Denzin and Lincoln (1998) uses the example of if a real world is anticipate, hence what can be known about it are how things really are or how things really work where as other questions like matters of aesthetic or moral significance, fall outside the realm of legitimate scientific inquiry. (pp. 201)Questions for analysing paradigmsResearch paradigms incontrovertibilityEpistemological questionsNature of knowledgeKnowledge can be describe in a systematic wayKnowledge consists of verified hypotheses that can be regarded as facts or laws. Probabilistic i.e. holds authoritative for large groups of people or occurs in many situationsKnowledge is accurate and sureRole of theoryTheories areNormativePresent modelsGeneral propositions explaining causal relationships mingled with variablesTheory twist/testingPostulate a theories that can be tested in order to confirm or rejectProve a theory from observable phenomena / behaviourTest theories in a swearled conniption, through empirical observation supporting or falsifying hypotheses through process of experimentationRole of researchUncover human macrocosms i.e. natural lawsScientifically explain / describe, predict and control phenomenaResearch findings are true ifCan be observed an bank notedCan be replicated and are generalizableRole of common senseNone sole(prenominal) deductive reasoning(Voce, 2004 pp. )The Ontological QuestionOntology is defined by asWhat is the nature of the relationship between the knower or would be knower and what can be known? Denzin L incoln (1998) continue with their example of reality being assumed because one has already answered the epistolocial question the posture of the knower must be one of objective withdrawal or encourage freedom in order to discover these thing..What is the nature of the relationship between the knower or would be knower and what can be known? The answer that can be attached to this question is constrained by the answer already given to the ontological question that is, not unspoiled any relationship can now be postulated. So if, for example, a real reality is assumed, then the posture of the knower must be one of objective detachment or value freedom in order to discover how things really are and how things really work (Denzin Lincoln, 1998, pp. 201).Questions for analysing paradigmsResearch paradigmsPositivismOntologicalQuestionsNature of realityAn objective, true reality exists which is governed by unchangeable natural cause-effect lawsConsists of stable pre-existing patterns o r order that can be discovered worldly concern is not time- nor context-bound honesty can be generalisedNature of human beingsRationalShaped by external factors (same cause has the same effect on everyone) i.e. mechanical model / behaviourist approach. Under certain conditions people leave behind probably engage in a specified behaviour(Voce, 2004)The Methodological QuestionMethodology is defined by the free dictionary as a body of practices, procedures, and rules used by those who work in a discipline or engage in an inquiry a set of working methods http//www.thefreedictionary.com/methodologicalTherefore the methodological question surrounds how the inquirer goes about finding out what they believe can be known? Depending on what answers have already been given to the above questions they lead constrain the answer to this one, whether the methods are qualitative or quantitave. The methodological question cannot be expurgated to a question of methods methods must be fitted to a p redetermined methodology (Denzin Lincoln, 1998, pp. 201)How can the inquirer (would be knower) go about finding out whatever he or she believes can be known? The answer that can be given to this question in constrained by answers already given to the first two questions that is, not just any methodology is appropriate. For example, a real reality pursued by an objective inquirer mandates control of possible befuddle factors, whether the methods are qualitative (e.g. observational) or quantitative (e.g. analysis of covariance). The methodological question cannot be reduced to a question of methods methods must be fitted to a predetermined methodology (Denzin Lincoln, 1998, pp. 201).Questions for analysing paradigmsResearch paradigmsPositivismMethodological questionsRole of researcherObjective, independent from the subjectInvestigator frequently controls the investigatedRole of values accomplishment is value-freeValues have no place in research must eliminate all virguleMethodsE mpiricalStructured and replicable observationQuantification / measurementExperimental directly manipulate variables and observeType of studies scan studiesVerification of hypothesesStatistical analysisQuantitative descriptive studiesWhat is PositivismKnowledge is based not on unchallengeable, rock-solid foundations, exclusively rather upon human conjectures (Phillips Burbules, 2000).Positivism is an epistemological perception which states that only knowledge which is based on sensory experience and positive verification is authentic knowledge. More simply worded, favourableness is the view that all true knowledge is scientific, and that all things are ultimately measureable.Positivism emerged from the success of the scientific approach in natural sciences such as physics, chemistry, and biology. The impetus for this came from the overwhelming success of science in understanding and solvent problems in the natural world.The ontology of positivism is realism an apprehend able real ity that is assumed to exist, driven by immutable natural laws and mechanisms. Knowledge of the ways things are is conventionally summarised in the form of time- and context-free generalizations, some of which bourgeon the form of cause-effect laws. Research can, in principle, converge on the true state of affairs. The basic posture of the paradigm is argued to be both reductionist and deterministic (Hesse, 1980, cited in Denzin Lincoln, 1998, pp. 204).The epistemology of positivism is dualist and objectivist meaning the investigator and the investigated object are assumed to be independent entities, and the investigator to be capable of studying the object without influencing it or being influenced by it. When influence in either direction (threats to validity) is recognised, or even suspected, various strategies are followed to reduce or eliminate it. Inquiry takes place as through a one-way mirror. Values biases are prevented from influencing outcomes, so long as the prescribed procedures are rigorously followed. Replicable findings are, in fact, true (Denzin Lincoln, 1998, pp. 204).The methodology of positivism is experimental and manipulative. Questions and/or hypotheses are stated in propositional form and subjected to empirical tests to verify them possible confounding conditions must be carefully controlled (manipulated) to prevent outcomes from being improperly influenced (Denzin Lincoln, 1998, pp. 204).Originally conceptualised by Auguste Comte in the earliest 19th Century (Pickering, 1993), positivism has been greatly criticised, including by positivist themselves. A number of the concerns raised have influenced the epistemological position taken within this research particularly that knowledge is a social variable, crafty one is the subject of a study, changes in ones behaviour, and the notion of subjectivity and value orientation.What is Social Construction of Reality/ Post-PositivismThe Social Construction Reality/ Post-positivism paradigm include the following paradigms interpretive, critical, feminist, and postmodern paradigm. I think interpretive paradigm is the paradigm that most education research isbased onat the University of Waikato.The social twist of reality assumes that knowledge is subjective and unique therefore researchers undertake systematic and painstaking analysis of social episodes (Cohen, Manion and Morrison, 2007, pp. 19). This is a less reductionist approach to research recognizing the importance of context and aiming to represent how participants view their world. quite an than seeking generalisations this paradigm accepts that reality is multilayered and complex (Cohen et al, 2007, pp. 21) therefore data collected are open to triple interpretations. This approach is more speculative based on the assumption that theory is emergent therefore the researcher should not be seeking evidence purely to support a predetermined hypothesis.Post-positivism is a meta-theoretical side that analyses and ad justs positivism in light of the criticisms which positivism, as a scientific paradigm, has received. Post-positivism offers primary amendments to the positivist paradigm. Firstly, that the absolute disengagement of the knower and the known is not assumed and secondly, that a single, shared reality which excludes all others is not assumed to be a true basis for reasoning. It is critical to note that post-positivism is not a rejection of the scientific paradigm, plainly seeks to amend the criticisms associated with positivism (Phillips Burbules, 2000 Zammito, 2004).Post-positivism states that knowledge is based not on unchallengeable, rock-solid foundations, but rather on human conjectures (Phillips Burbules, 2000 Zammito, 2004). Epistemologically speaking post-positivism works on the position that facts and law deduced through research are probably true (Guba Lincoln, 2005) in light of evidence provided (Phillips Burbules, 2000 Zammito, 2004). Post-positivism of this type is c ommon place in social science for conceptual and practical reasons (Phillips Burbules, 2000 Zammito, 2004).What are the differences between the two Meta-ParadigmsBased on the literature, the most fundamental differences between both paradigms are how they search for the truth and define validity and reliability. The positivist paradigm seeks and finds them in a (perceived)value free and objective evidence based world and the constructivists in a subjective, contextual and interpretive world (Silverman 2005, p. 6 and Cohen et al. 2007, p. 26).Research as creating new knowledgePositivism and Post-positivism create knowledge by a process of accretion, with each fact (or probable fact) serving as a kind of building cylinder block that, when placed into its proper niche, adds to the growing edifice of knowledge. When the facts take the form of generalisation or cause-effect linkages, they may be used most efficiently for prediction and control. Generalisations may then be made, with pr edicable confidence, to a population of settings (Denzin Lincoln, 1998, pp. 212).What counts as evidence in Educational ResearchWhat counts as evidence in educational research depends on what is being asked. If one is looking at effectiveness of direct impact then there would be a different type of key evidence compared to if the question was in relation to the nature of a problem, or how some intervention worked or how a naturally occurring process takes place. Basically the kinds of evidence that will count will depend on the nature of the proposition. Anyone that is interested in the evidence needs to look on that the evidence is always connected to what was being asked or the proposition. One cannot take for granted that it is true one needs to still ask how is the tie made possible? And what values, assumptions and conventions are behind that kind of connection? (Andrews, 2007).Maintaining quality in Educational ResearchThe quality standards related to the post/positivist pa radigm are validity and reliability. This is because the focus of this is to discover the truth using empirical investigation. Anderson and Arsenault (1998) write that validity refers to the extent to which what we measure reflects what we expected to measure which has two forms internal and external (pp. 257). Related to the research, the term internal validity refers to how the findings support the expected results. While, external validity refers to being able to generalise the findings to other situations and contexts. Therefore, an experiment is valid if the results are appropriate to the manipulated independent variable and if they are able to be generalised to individuals or contexts other than the experiments setting (Gay Airasian 2000, pp. 371).Because the focus of this paradigm is to find out the truth, reliability is an important indicator for the consistency of the research findings. Anderson and Arsenault (1998) state that reliability refers to the extent that an inst rument will yield the same results each time it is portion outed (pp. 256) an example of this is, if you were to administer a survey the larger the source of the data you collect the more it will be good as the results become more generalised the more it will give the same results the next time you did it.Furthermore, trustworthiness is a foundational criteria to maintaining quality. Trustworthiness can be broken down into four quality standards these being, credibleness using multiple methods and perspectives and member checking, transferablility by providing rich data and thick descriptions, dependability by having a detailed audit trail, and comformability can be achieved by giving readers clear track of data and interpretations. (Anderson and Arsenault 1998) confederate Review.Research shows the benefits of Peer review doesnt only improve the language that authors use and they way their ideas are presented, but also alerts them to statistical and scientific errors in their re search, inappropriate methodology, or accuracies in referencing which they can then patch up before the publication. (Taylor and Francis Author Services, 2010) An example of this is when one submits his/her work to an international journal for anonymous refereeing by unknown peers, they read they article critically and then suggest for it to be accepted, rejected, or most often revised and improved before it is published. Without this external seal of approval many scientists would consider any results as preliminary, potentially flawed (Gannon, 2001).ConclusionConclusionEducational research with its characteristics is influenced by four major paradigms. separately paradigm has its own epistemology, ontology, and quality standards which influence the researchers to find the truth and see the reality. The important point is that keen the nature of each paradigm which can help the researchers to conduct their research process. Researchers can conduct the research within and across paradigms which is called multi-paradigmatic research paradigms (Taylor, 2008).The nature of educational research is analogous with the nature of research itself, which is systematic, honest and valid to find the truth, investigates knowledge, and solves problems. Moreover, educational research process involves steps to collect the information in order to investigate problems and knowledge. However, the educational research is more complex because it can use various approaches and strategies to solve problems in educational setting. It also can involve many disciplines such as anthropology, sociology, behaviour, and history. In addition, educational research is important because of contributing knowledge development, practical improvement, and policy information. Therefore, educators can use those research findings to improve their competences and instruct and learning process (Yulirahmawati, 2008).