Access the full text.
Sign up today, get DeepDyve free for 14 days.
Mansoor Niaz (2000)
The Oil Drop Experiment: A Rational Reconstruction of the Millikan-Ehrenhaft Controversy and Its Implications for Chemistry TextbooksJournal of Research in Science Teaching, 37
E. Guba, Y. Lincoln (2005)
Paradigmatic Controversies, Contradictions, and Emerging Confluences.
C. Yates (2009)
Towards a Science of Science Teaching.Education in science
J. Piaget, T. Brown, K. Thampy (1985)
The equilibration of cognitive structures : the central problem of intellectual development
I. Lakatos (1976)
Falsification and the Methodology of Scientific Research Programmes
R. Martin, W. Quine (1955)
From a Logical Point of View
(1997)
Comparative methodology in education
R. Cortez, Mansoor Niaz (1999)
Adolescents' Understanding of Observation, Prediction, and Hypothesis in Everyday and Educational ContextsJournal of Genetic Psychology, 160
M. Grace (2003)
A logical point of viewBritish Dental Journal, 195
M. Montero (1993)
Permanencia y cambio de paradigmas en la construccion del conocimiento cientifico, 12
J. Keeves (1988)
Educational research, methodology and measurement : an international handbook
E. Eisner (1990)
Qualitative Inquiry in Education: The Continuing Debate
T. Knapp (1999)
Response to Elliot W. Eisner’s “The Promise and Perils of Alternative Forms of Data Representation”Educational Researcher, 28
G. Fisher (1981)
Doctoring Together: A Study of Professional Social ControlJAMA, 245
M. Wittrock (1986)
Handbook of research on teaching
E. Eisner (1997)
The Promise and Perils of Alternative Forms of Data RepresentationEducational Researcher, 26
F. Erickson, Kris Gutiérrez (2002)
Comment: Culture, Rigor, and Science in Educational ResearchEducational Researcher, 31
G. Holton (1978)
Subelectrons, Presuppositions, and the Millikan-Ehrenhaft DisputeHist Stud Phys Sci, 9
T. Brown (1994)
Creating and knowing mathematics through language and experienceEducational Studies in Mathematics, 27
T. Broadbent, I. Lakatos, A. Musgrave (1972)
Criticism and the Growth of KnowledgeThe Mathematical Gazette, 56
K. Tobin, Sarah Lamaster (1995)
Relationships between metaphors, beliefs, and actions in a context of science curriculum changeJournal of Research in Science Teaching, 32
T. Husén (1988)
Research paradigms in educationInterchange, 19
Mansoor Niaz (2004)
Exploring alternative approaches to methodology in educational researchInterchange, 35
R. Vuyk (1981)
Overview and critique of Piaget's genetic epistemology, 1965-1980
R. Kitchener (1993)
Piaget's epistemic subject and science education: Epistemological vs. psychological issuesScience & Education, 2
B. Eylon, M. Linn (1988)
Learning and Instruction: An Examination of Four Research Perspectives in Science EducationReview of Educational Research, 58
(1998)
La investigación cualitativa etnográfica en educación, 3rd edn. México, D.F.: Trillas
Mansoor Niaz (1995)
Can We Integrate Qualitative and Quantitative Research in Science Education?Science & Education, 6
D.T. Campbell (1988)
Methodology and Epistemology for Social Science
E. Eisner (1999)
Rejoinder: A Response to Tom KnappEducational Researcher, 28
J. Maxwell (1992)
Understanding and Validity in Qualitative ResearchHarvard Educational Review, 62
A. Peshkin (2000)
The Nature of Interpretation in Qualitative ResearchEducational Researcher, 29
Mansoor Niaz (1991)
Role of the epistemic subject in Piaget's genetic epistemology and its importance for science educationJournal of Research in Science Teaching, 28
J. Pascual-Leone (1988)
Affirmations and Negations, Disturbances and Contradictions, in Understanding Piaget: Is his Later Theory Causal?contemporary Psychology, 33
(1993)
Naturaleza y dinámica de los paradigmas cientı́ficos (chap
R. Johnson, A. Onwuegbuzie (2004)
Mixed Methods Research: A Research Paradigm Whose Time Has ComeEducational Researcher, 33
D. Macbeth (1998)
Qualitative Methods and the ‘Analytic Gaze:’ An Affirmation of Scientism?Interchange, 29
Tom Carney (1991)
Fourth Generation EvaluationCanadian journal of communication, 16
A. Lawson (1985)
A Review of Research on Formal Reasoning and Science Teaching.Journal of Research in Science Teaching, 22
E. Guba, Y. Lincoln (1994)
Competing paradigms in qualitative research.
A. Onwuegbuzie, N. Leech (2005)
Taking the “Q” Out of Research: Teaching Research Methodology Courses Without the Divide Between Quantitative and Qualitative ParadigmsQuality and Quantity, 39
F. Kerlinger, Howard Lee (1965)
Foundations of Behavioral Research
T. Kuhn, David Hawkins (1963)
The Structure of Scientific RevolutionsAmerican Journal of Physics, 31
F. Erickson, R. Linn (1985)
Qualitative methods in research on teaching
S. Carey (1986)
Cognitive science and science education.American Psychologist, 41
(1964)
Personal Knowledge. Chicago: University of Chicago Press (first published 1958)
Mansoor Niaz (1992)
From Piaget's Epistemic Subject to Pascual‐Leone's Metasubject: Epistemic Transition in the Constructivist—Rationalist Theory of Cognitive DevelopmentInternational Journal of Psychology, 27
C. Brainerd (1978)
The stage question in cognitive-developmental theoryBehavioral and Brain Sciences, 1
(1988)
Can we be scientific in applied social science
N. Denzin, Y. Lincoln (1994)
Handbook of Qualitative ResearchBritish Journal of Educational Studies, 42
G. Glasson, Rosary Lalik (1993)
Reinterpreting the learning cycle from a social constructivist perspective: A qualitative study of teachers' beliefs and practicesJournal of Research in Science Teaching, 30
R. Kitchener (1986)
Piaget's Theory of Knowledge: Genetic Epistemology and Scientific Reason
F. Erickson, Kris Gutiérrez (2002)
Culture, Rigor, and Science in Educational Research.Educational Researcher, 31
Suzanne Miller, Marie Nelson, Michael Moore (1998)
Caught in the Paradigm Gap: Qualitative Researchers’ Lived Experience and the Politics of EpistemologyAmerican Educational Research Journal, 35
L. Schulman (1986)
Paradigms and research programs in the study of teaching
Most qualitative researchers do not recommend generalization from qualitative studies, as this research is not based on random samples and statistical controls. The objective of this study is to explore the degree to which in-service teachers understand the controversial aspects of generalization in both qualitative and quantitative educational research and as to how this can facilitate problems faced by the teachers in the classroom. The study is based on 83 participants who had registered for a 10-week course on ‘Methodology of Investigation in Education’ as part of their Master’s degree program. The course is based on 11 readings drawing on a philosophy of science perspective (positivism, constructivism, Popper, Kuhn, Lakatos). Course activities included written reports, class room discussions based on participants’ presentations, and written exams. Based on the results obtained it is concluded: (1) almost 91% of the teachers agreed that external generalization in a different social context is feasible; (2) almost 63% of the participants used a fairly inconsistent approach, that is in a theoretical context agreed that qualitative research cannot be generalized and still when asked with respect to the experience of two particular teachers, agreed that generalization was possible; (3) almost 28% of the participants used a consistent approach. Some of the reasons provided by the participants as to why generalization was feasible are discussed. An analogy is drawn with respect to Piaget’s methodology, viz., it was not based on random samples or statistical treatments and still his oeuvre has been generalized (criticisms not withstanding) in both the psychology and educational literature.
Quality & Quantity – Springer Journals
Published: May 25, 2006
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.