A Critical Examination of Relevance in Science Education Research.

Autor/inn/en	Bodner, George M.; MacIsaac, Daniel L.
Titel	A Critical Examination of Relevance in Science Education Research.
Quelle	(1995), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Accountability; Action Research; Causal Models; Criticism; Educational Researchers; Hermeneutics; Higher Education; Naturalistic Observation; Qualitative Research; Research Design; Research Methodology; Science Education; Statistical Analysis + Suchen Sie Ihr Suchwort? Verantwortung; Projektforschung; Kausalanalyse; Kritik; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Hermeneutik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Naturbeobachtung; Qualitative Forschung; Forschungsdesign; Research method; Forschungsmethode; Naturwissenschaftliche Bildung; Statistische Analyse
Abstract	There is a growing sense of frustration among members of the science education research community that results from the fact that the impact of research in science education on classroom practice has been disappointing. In this theoretical paper, the questions of relevance and accountability in science education research are first reviewed and then addressed via comparison of the two most prevalent research methodologies: causal empirical-analytic, and naturalistic-hermeneutic. Critical theory and action research are proposed as alternative paradigms. A study planned at Purdue University (Indiana) is discussed in terms of the three interpretations. (JRH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01