THE NATURE OF INQUIRY

Problem

Asking for information

To find solution

Research

• Scientific & Positivistic methodology• Naturalistic & Interpretive methodology• Methodologist from Critical Theory

Research is concerned with :• Understanding the world• How we view our world• What we take understanding to be• What we see as the purpose of understanding

The Search for Truth( Mouly 1978 )

1. Experience2. Reasoning 3. Research

1. ExperienceScientist Laypeople

Construct their theories systematically No attempt when trying to explain an occurence

Concerns with such relationship are :SeriousSystematic Use technique and procedures

Concerns with such relationship are :LooseUnsystematic Uncontrolled

2. Reasoning• Deductive• Inductive• Combined inductive – deductive

3. Research

Research has 3 characteristics :• Experience

Research is systematic and controlled• Empirical

based on reality• Self-correcting

combination of both experience and reasoning

2 conceptions of Social RealityONTOLOGICAL EPISTEMOLOGICAL

Concern with : social phenomena Concern with : communication

“is it reality?”“is it created by one’s own mind?”

“is it possible to communicate the nature of knowledge?”

Positivism

That all genuine knowledge is based on sense of experience,and can only be advanced byObservation and experiment

( Auguste Comte )

Giddens (1975)• Scientist as an observer of social reality• Their analysis must be expressed in Laws

THE ASSUMPTIONS AND THE NATURE OF SCIENCE

The assumption of determinism

The assumption of empiricism

The assumption of the principle of parsimony

The assumption of generality

TWO BROAD VIEWS OF SCIENCE

Statistic

Dynamic

THE TOOLS OF SCIENCE

Concepts

Hypothesis

THE SCIENTIFIC METHOD

A scientific approach necessarily involves standards and procedures

CRITICISMS OF POSITIVISM AND THE SCIENTIFIC METHOD

The positivist paradigm has been allowed to exert on areas

of our intellectual life.

Positivism’s concern for control and

Its appeal to the passivity of behaviourism

and for instrumental reason.

Phenomenology, Ethnomethodology and Symbolic

Interactionism

The Explanation of Phenomenology The Explanation of Ethnomethodology The Explanation of Symbolic Interactionism

The Explanation of Phenomenology

Phenomenology is a theoretical point of view that advocates the study of direct experience taken at face value

The Explanation of Ethnomethodology

Ethnomethodology is concerned with the world of everyday life and how people make sense of their everyday world.

The Explanation of Symbolic Interactionism

Symbolic Interactionism a Symbol of interacting which is produced and represented by people in the external world.

CRITICAL THEORY AND CRITICAL EDUCATIONAL RESEARCH

F A Y , 1 9 8 7 A N D M O R R I S O N , 1 9 9 5

CRIT ICAL THEORY:P R E S C R I P T I V E N O R M A T I V E E N T A I L I N G A V I E W O F W H A T B E H A V I O U R I N A S O C I A L D E M O C R A C Y S H O U L D E N T A I L

THE INTENTIONTo realize a society that is based on equality and democracy for all its members.

THE PURPOSETo change the situation and phenomena

IN PARTICULAR IT SEEKS:To emancipate the disempoweredTo redress inequality To promote individual freedoms within a democratic society

SUBSTANSIVE AGENDAExamining and interogating:The relationship between school and societyPerpetuate or reduce inequalityThe social construction and curriculaHow power is produced and reproduced through education

CRITICISMS OF APPROACH FROM CRITICAL THEORY

A critique of this approach is the view that critical theory has a deliberate political agendaThe task of the researcher is not to be an ideologue or to have an agenda, but to be dispassionate, disinterested and objective.

(Morrison, 1995a)

CRITICAL THEORY AND CURRICULUM RESEARCH

The curriculum is a selection of what is deemed to be worthwhile knowledge.Curriculum is an ideological selection from a range of possible knowledge.

A RESEARCH AGENDA FOR CRITICAL THEORIST IS

How the curriculum perpetuates the societal status quo

how can it (and should it) promote equality in society

A SUMMARY OF THE THREE PARADIGMS11

Feminist Research

Feminist research challenges the legitimacy of research that does not empower oppressed and otherwise invisible groups—women.

RESEARCH AND EVALUATION

The Definition of Research and Evaluation The Differences between Evaluation and Research from Several Commentators Similarities and Differences in Research and Evaluation

THE DEFINITION OF RESEARCH AND EVALUATION

ResearchA systematic controlled, empirical, and critical way to search the truth of natural phenomena in our environment.

EvaluationA systematic determination of a subject's merit, worth and significance, using criteria governed by a set of standards.

THE DIFFERENCES BETWEEN EVALUATION AND RESEARCH FROM SEVERAL COMMENTATORS

Smith and Glass (1987) offer eight main differences:

1. The intents and purposes of the investigation2. The scope of the investigation evaluation3. Values in the investigation Research4. The origins of the study Research5. The uses of the study6. The timeliness of the study Evaluation7. Criteria for judging the study Evaluation8. The agendas of the study

NORRIS (1990) REPORTS AN EARLIER PIECE OF WORK BY GLASS AND

WORTHEN The motivation of the enquirer Research The objectives of the search Research Laws versus description Research The role of explanation Proper and useful evaluation The autonomy of the inquiry Evaluation Properties of the phenomena that are assessed

Evaluation University of the phenomena studied Research Salience of the value question in Evaluation Investigative techniques Criteria for assessing the activity Disciplinary base

SIMILARITIES AND DIFFERENCES IN RESEARCH AND EVALUATION

Evaluation Research

Area of Application Application of the examination as wide as possible

Application of the examination as wide as possible

Narrow application of findings focused in the project

Application of findings as wide as possible

Aim of providing concrete feedback

Aim of increasing the body of scientific knowledge

Theory Field-dependent: theory used to enlarge the understanding of findings

Theory-dependent derived from of aspiring to theory

Methodology Evaluation setting and data collection methods derived from the field.

Research setting and data collection methods derived and theory.

The evaluator is reactive The researcher is activateGeneralization Attempt to understand

what is happening in a specific project

Attempt formulate a general law, external validity is important

Relevance Useful for the project Increase of scientific knowledge

Causality Stresses internal validity; that which is an artefact in research is seen as an internal variable in order to reach causality

Internal validity is important; stress is on a small number of causal variables in isolation from other variables

EVALUATIVE RESEARCH OR APPLIED RESEARCH

Evaluative Research:

Evaluative Research seeks to assess or judge in some way, providing useful information about something other than might be gleaned in mere observation or investigation of relationships.

Applied research:

A form of systematic inquiry involving the practical application of science.

RESEARCH, POLITICS AND POLICY-MAKING

Research and politics intertwine, the relationships between educational research, politics and policy-making are complex.

A significant tension between research and policy-makers.

The issue of the connection between research and politics.

METHODS AND METHODOLOGY

The Definition of MethodsThe Definition of MethodologyThe Aim of Methodology

THE DEFINITION OF METHODS

Methods are the tools, techniques or processes that we use in our research. These might be, for example, surveys, interviews, Photo voice, or participant observation. Methods and how they are used are shaped by methodology.

THE DEFINITION OF METHODOLOGY

Methodology is the study of how research is done, how we find out about things, and how knowledge is gained. In other words, methodology is about the principles that guide our research practices. Methodology therefore explains why we’re using certain methods or tools in our research.

THE AIM OF METHODOLOGY

The aim is to help us to understand, in the broadest possible terms, not the products of scientific inquiry but the process itself.

NORMATIVE INTERPRETIVE CRITICAL

Quantitative

Generalizing(Based on reality)Use numeric data

Corcern to : behavior

Society

Qualitative

Interpreting(based on reality, without numerical data)

Actions rather than causes

Individual(personal involvement of the researcher)

Critiquing(based on problem)To improve the condition to make it better

Action and interest

Political