Chapter 1 Introduction to Educational Research Learning Objectives

Chapter 1 Introduction to Educational Research

Learning Objectives: � � � � Explain the importance of educational research. List at least five areas of educational research. Explain the difference between basic and applied research. Describe evaluation research, action research, and critical theory research. Discuss the different sources of knowledge. Explain the scientific approach to knowledge generation. Explain how to determine the quality of theory or explanation. List the five objectives of educational research and provide an example of each.

Definitions: � � � Research literature: Set of published research studies on a particular topic. Basic research: Research aimed at generating fundamental knowledge and theoretical understanding about basic human and other natural processes. Applied Research: Research focused on answering practical questions to provide relatively immediate solutions. Evaluation: determining the worth, merit, or quality of an evaluation object. Formative evaluation: Evaluation focused on improving the evaluation object. � � � � Formative evaluation: Evaluation focused on improving the evaluation object. Summative evaluation: Evaluation focused on determining the overall effectiveness and usefulness of the evaluation object. Action research: Applied research focused on solving practitioners’ local problems. Orientation research: Research explicitly done for the purpose of advancing an ideological position or orientation. Science: An approach for the generation of knowledge. Hypothesis: A prediction or education guess. Theory: An explanation or an explanatory system.

Definitions: cont’d � � Exploratory method: A bottom-up or theory-generation approach to research. Confirmatory method: A top-down or theory-testing approach to research. Quantitative researcher: A researcher who focuses on testing theories and hypotheses using quantitative data to see if they are confirmed or not. Qualitative researcher: A researcher who focuses on exploration and the generation and construction of theories using qualitative data. � � � Criterion of falsifiability: The property that statements and theories should be testable and refutable. Rule of parsimony : Preferring the most simple theory that works. Replication: Research examining the same variables with different people and in different ways. Principle of evidence: The philosophical idea that research provides evidence, not proof. Exploration: Attempting to generate ideas about phenomena. Description: Attempting to describe the characteristics of a phenomenon.

Definitions: cont’d � � Description: Attempting to describe the characteristics of a phenomenon. Explanation: Attempting to show and why a phenomenon operates as it does. Prediction: Attempting to predict or forecast a phenomenon. Influence: Attempting to apply research to make certain outcomes occur.

Discussion Questions: � � Which of the following do you think is the most important kind of research: basic, applied, evaluation, action, or critical theory? Why is it asserted in this chapter that one does not obtained necessary or final proof in educational research? � � How does the presentation of exploratory and confirmatory scientific methods fit with your prior understanding of the methods of scientific research? What is a research finding that you have heard (e. g. , on the news or in another class) and wondered about?