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Scientific Research
A process of rigorous reasoning based on interactions among theories methods, and findings; Builds on understanding derived from the objective testing of models or theories; Accumulation of scientific knowledge is laborious, plodding, circuitous, and indirect; Scientific knowledge is developed and honed through critique contested findings, replication, and convergence; Scientific knowledge is developed through sustained efforts; Scientific inquiry must be guided by fundamental principles.
Ask significant questions that can be answered empirically. The formulation of a problem is often more essential than its solution, which may be merely a matter of mathematical or experimental skill. To raise new questions, new possibilities, to regard old questions from a new angle, requires creative imagination and marks real advance in science (Einstein & Infeld, 1938); The research questions must be asked in a way that allows for empirical investigation.
Scientific research can be guided by a conceptual framework model, or theory that generates questions to be asked or answers to the questions posed; Theory drives the research question, the use of methods, and the interpretation of results.
How were alternative, competing hypotheses, and explanations identified, considered, and accounted for (accepted or discarded)?
Internal Validity: The observations made are consistent an generalize from one observer to another, from one task to a parallel task from one measurement occasion to anther occasion. o Statistical methods e.g. correlation; o Non-statistical methods e.g. triangulation, comparative analysis. External Validity: The extent to which the treatment conditions and participant population reflect the world to which generalization is desired.
Experimental research is more scientific than descriptive or qualitative research< o NOT TRUE: The type of design/method does not render the study scientific.
Common Conceptions/Misconceptions
It is a challenge to design and implement randomized treatments and repeated measures under highly controlled conditions; Double-blind controls are not feasible when using particular designs; The level of certainty of research conclusions is lower than in the physical sciences; Error limits associated with scientific inferences are larger in social, behavioral, and educational research than in the physical sciences; The influential role of context makes interpretation of data messy; Converging evidence is critical.
Some Reasons Why Educational Practices and Policies Are Not Guided and Informed by Science
Some Reasons Why Educational Practices and Policies Are Not Guided and Informed by Science
Lack of Federal financial support for educational research; Lack of public support for education research Inadequate translation of trustworthy research findings into applied classroom practices; Teacher reliance on practical experience rather than data; Expertise based on subjective judgments of the individual professional rather than student learning and achievement;
Some Reasons Why Educational Practices and Policies Are Not Guided and Informed by Science (contd)
Tendency to embrace fads in instruction rather than identify and implement policies and instructional practices based on data; DAP was never seen as needing to be exclusively or even primarily based on research literature<Folklore and personal accounts of best practices passed on from one generation of teachers to the next counted a great deal<The types of citations used to reference the NAEYC publications of DAP guidelines clearly indicate a reliance on sources other than articles reporting original empirical data (i.e. bona fide research)<only 13 of 25 references cited in the DAP report were original reports of research. (Kontos, 1989) Limitations in research training.
Principals For Fostering Science In Education: What The Federal Government Can Do
Provide highly experienced research leadership and research management; Develop rigorous and transparent peer-review processes; Insulate the program from political interference; Develop and manage coherent research programs/portfolios that incorporate agency-initiated programs, investigator/fieldinitiated programs, and multiple funding mechanisms; Adequately fund the agency; Stress trans-agency initiatives to increase community of researchers.