Educational Research Course Designs Across the World

2019 ◽  
pp. 137-170
Author(s):  
Kenan Dikilitaş ◽  
Ali Bostancıoğlu
Keyword(s):  
Educational Research ◽  
The World

De-Finition

2019 ◽  
Vol 95 (2) ◽  
pp. 231-245
Author(s):  
Erik Ode
Keyword(s):  
Educational Research ◽  
The Other ◽  
Political Perspective ◽  
The World ◽  
The Subject ◽  
Scientific Terms

Abstract De-Finition. Poststructuralist Objections to the Limitation of the Other The metaphysic tradition always tried to structure the world by definitions and scientific terms. Since poststructuralist authors like Derrida, Foucault and Deleuze have claimed the ›death of the subject‹ educational research cannot ignore the critical objections to its own methods. Definitions and identifications may be a violation of the other’s right to stay different and undefined. This article tries to discuss the scientific limitations of the other in a pedagogical, ethical and political perspective.

Why Romà Do Not Like Mainstream Schools: Voices of a People without Territory

2003 ◽  
Vol 73 (4) ◽  
pp. 559-590 ◽  
Author(s):  
JULIO VARGAS CLAVERÍA ◽  
JESÚS GÓMEZ ALONSO
Keyword(s):  
Educational Research ◽  
New Approach ◽  
Educational Inequity ◽  
The World ◽  
Roma People ◽  
Communicative Approach

In this article, Julio Vargas Clavería and Jesús Gómez Alonso argue that educational researchers have long ignored the Romà people and that this lack of attention has contributed to the persistence of educational inequity that the Romà endure throughout the world. The authors propose a new approach to Romaní educational research based on intersubjective dialogue, and the emergence of an egalitarian relationship between the researcher and the researched. This communicative approach considers the reflections of those researched and safeguards the voices of those studied. The authors contextualize their methodological and ideological discussion within a framework of Romaní history.

scholarly journals EPISTEMOLOGY, CONSTRUCTIVISM, AND DISCOVERY LEARNING IN MATHEMATCS

2013 ◽  
Vol 1 (1) ◽  
pp. 104
Author(s):  
I Ketut Sukarma
Keyword(s):  
Educational Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Cognitive Structure ◽  
Discovery Learning ◽  
Philosophical Approach ◽  
Conflict Situations ◽  
The World ◽  
Construction Experience ◽  
The Relationship

This article describes the epistemology of mathematical scholarship, the constructivism view of mathematics and how mathematical learning can achieve the goals of which one is by studying discovery with a philosophical approach that emphasizes its implications on the learning of mathematics. The world of educational research, especially mathematics has shown a shift, which is more emphasize the teaching and learning process and research methods that apply the concept that, in learning someone to construct his knowledge. Humans construct their knowledge through interaction with objects, phenomena, experiences, and the environment. A knowledge is assumed to be true if it can be useful to confront and solve appropriate problems or phenomena. On constructivism view, knowledge can not be transferred from one person to another, but must be interpreted by one person individually. Knowledge is not something that is finished, but a process that develops continuously. In the process that the activity of someone who wants to know, very instrumental in the development of knowledge. Some factors such as limited previous construction experience, and a person's cognitive structure may limit the establishment of the person's personality. Conversely, conflict situations or anomalies that make people forced to think more deeply and situations that require people to defend themselves and explain in more detail, will develop one's knowledge. Constructivism is divided into three levels: radical, hypothetical realism, and the usual. This difference is based on the relationship between knowledge and existing reality.

scholarly journals Thinking with the world – to explore the becoming of phenomena

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Bosse Bergstedt
Keyword(s):  
Educational Research ◽  
Background Noise ◽  
Gilles Deleuze ◽  
Niels Bohr ◽  
Felix Guattari ◽  
Limit Values ◽  
Inner Self ◽  
The World ◽  
Karen Barad ◽  
Self Differentiation

This article discusses how it is possible to think with the world in educational research. How can this thinking with the world generate knowledge about the becoming of phenomena? To answer this question this paper undertakes a diffractive reading of selected texts from Niels Bohr, Karen Barad, Gilles Deleuze, Felix Guattari, Donna Haraway, and Michel Serres. This diffractive reading reveals that the world becomes with itself contributing to an internal principle or an inner self-differentiation. This means that all phenomena can be understood as related to the world in one way or another. This paper contends that the researcher body is important to investigations of the becoming of phenomena with the world, therefore a haptic sensorium is developed as a means to visualize bodily affects and to recognize limit values to the world, for example, background noise. The article concludes with a discussion about creating knowledge of this process as a rhizome. The article attempts to illustrate that thinking with the world can generate new knowledge to understand the becoming of phenomena, which can contribute to the development of educational research.

scholarly journals Educational research as a threshold of meanings to come

2021 ◽  
Vol 25 (1) ◽  
pp. 1-6
Author(s):  
Silvia Grinberg ◽  
◽  
Luis Porta ◽  
◽  
◽  
...  
Keyword(s):  
Educational Research ◽  
Social Practice ◽  
Power Relations ◽  
Public Affairs ◽  
Knowing That ◽  
New Meanings ◽  
The World ◽  
To Come ◽  
The One

In this dossier, we propose to install the question about criticism, about how to remain critical in times of digitization of culture that seems to drag with it precisely any perspective of knowing that is not willing to think beyond the drifts of applicability. In this sense, educational research opens as a journey, as a search for readings, techniques, developments and forms of conceptualization that bring us closer to understanding what schooling is being today. The group of articles that make up this special dossier on educational research opens up new meanings, as thresholds that project us to take the floor in public affairs and delves into the threads, the power relations and the crystallizations of such a social practice. Central as is the one that allows those who come to the world to be part of it.

scholarly journals Bourdieu, Gramsci e Foucault: notas para análise de fontes imprensas para história da educação a partir da história intelectual

2017 ◽  
Vol 1 (3) ◽  
pp. 182
Author(s):  
Eliezer Felix de Souza
Keyword(s):  
Educational Research ◽  
Intellectual History ◽  
History Of Education ◽  
Education History ◽  
World Views ◽  
Central Objective ◽  
The Press ◽  
The World ◽  
History Of ◽  
Printed Sources

Nas pesquisas que temos realizado na história da educação, nosso estudo volta-se para a perspectiva abordada pela História Intelectual. Essa perspectiva, a partir do diálogo com vários autores, tem buscado estudar o funcionamento de uma sociedade intelectual e sua relação com o campo, bem como as visões de mundo e a maneira de pensar dos intelectuais. Nesse sentido, o objetivo central deste texto é explicitar a experiência relacionada com fontes impressas para história e história da educação mobilizando discussões teóricas conduzidas pelos estudos de Gramsci, Bourdieu e Foucault. De forma geral buscamos instigar o debate a partir de alguns conceitos desses autores que possibilite utilizar as fontes impressas para a história e história da educação visando contribuir com os pesquisadores que têm adotado a imprensa enquanto objeto, mas, sobretudo fonte para pesquisas histórico-educacional.Bourdieu, Gramsci and Foucault: notes for analysis of print sources for education history from of intelectual history. In the research we have done, our study turns to the perspective approached by Intellectual History. This perspective, from the dialogue with several authors, has sought to study the functioning of an intellectual society and its relation to the field, as well as the world views and the way of thinking of the intellectuals. In this sense, the central objective of this text is to explain the experience related to printed sources for history and history of education by mobilizing theoretical-methodological discussions conducted by Gramsci, Bourdieu and Foucault. In a general way, we seek to instigate the debate based on some concepts of these authors that makes it possible to use printed sources for the history and history of education, in order to contribute to the researchers who have adopted the press as an object, but above all a source for historical educational research. Keywords: Press sources; Intellectual history of education; Theoretical discussions.

A Conversation Regarding Ethics in Information Systems Educational Research

2011 ◽  
pp. 164-176 ◽  
Author(s):  
Mark Campbell Williams
Keyword(s):  
Information Systems ◽  
New Media ◽  
Educational Research ◽  
World Wide ◽  
Research Programme ◽  
Ethical Practices ◽  
Self Study ◽  
The World ◽  
Collection Phase

Should ethics be a significant importance in information systems educational research? In this chapter, I reflect on my heuristic and psychologically-oriented self-study concerning some ethical improprieties which I committed during the data collection phase of an information systems educational research programme. As part of this heuristic reflection, I engaged in a number of self dialogues in the form of a conversation between various characters. Reported in this paper is one of these dialogues, concerning broad issues of ethics and research and discussing the notion of wisdom, maturity, meaning, and virtue. I begin by asserting that this is even more so when considering research investigating and using new media, such as the world wide web, in which acceptable ethical practices have yet to be established and consolidated.

Video Games and the Challenge of Engaging the ‘Net' Generation

2010 ◽  
pp. 119-132
Author(s):  
Anthony Gurr
Keyword(s):  
Video Games ◽  
North America ◽  
Educational Research ◽  
Net Generation ◽  
Thought Processes ◽  
Holding Power ◽  
The World ◽  
Skill Mastery ◽  
The Subject ◽  
Game Developers

Video games are a popular form of entertainment for students in North America and around the world. They provide widely diverse experiences on a variety of platforms. Participants can engage in solo play, or in games that attract thousands of other players. The levels of player participation, skill mastery, and thought processes required by many video games attract and engage students because they are able to control and eventually master challenging virtual environments. The holding power of video games and their ability to engage players is the subject of much educational research as educators recognize that game technologies are highly sophisticated. Students are interacting with subject content in ways that differ greatly from established methods of classroom instruction. This chapter reviews the current discussion among educators, researchers, and professional game developers about using video games in the classroom.

What is digital literacy? A comparative review of publications across three language contexts

2020 ◽  
Vol 17 (6) ◽  
pp. 442-459
Author(s):  
Luci Pangrazio ◽  
Anna-Lena Godhe ◽  
Alejo González López Ledesma
Keyword(s):  
Digital Media ◽  
Educational Research ◽  
Digital Literacy ◽  
Literacy Education ◽  
Educational Systems ◽  
Politics Of Education ◽  
Spanish Speaking ◽  
Comparative Review ◽  
The World ◽  
English Speaking

Many scholars across the world have studied the knowledge, skills and dispositions needed to use digital media. Yet as digital texts have proliferated and evolved, there has been much conjecture over what it means to be ‘digitally literate’. As literacy researchers from Australia, Sweden and Argentina we are concerned with the drive to standardise definitions of ‘digital literacy’ despite notable differences in the cultural politics of education in each country. This paper analyses how the term digital literacy has been conceptualised and applied by scholars in these three language contexts. To do this, we analyse the most cited publications on digital literacy in the English-speaking; Scandinavian; and Spanish-speaking contexts. In the analysis the variety of definitions across and within each context, the key tensions and challenges that emerge and the implications for digital literacy education are explored. Our findings reveal that similar tensions and challenges exist in all three contexts, however, the path to resolution varies given contextual differences. The article concludes with suggestions for educational research that acknowledges and advocates the need for local conceptualisations of digital literacies in increasingly globalised educational systems.

scholarly journals The Crisis in Educational Research: A Pragmatic Approach

2003 ◽  
Vol 2 (2) ◽  
pp. 296-308 ◽  
Author(s):  
Graham Badley
Keyword(s):  
Educational Research ◽  
Alternative Model ◽  
Educational Practice ◽  
Point Of View ◽  
Evidence Based ◽  
Pragmatic Approach ◽  
The Third ◽  
The World ◽  
Or Methodology ◽  
Dominant Paradigm

This article first identifies and discusses four main causes of the crisis in educational research. These are summarized as false dualism, false primacy, false certainty and false expectations. False dualism is the apartheid that divides positivist and constructivist researchers with positivists believing in an objective reality and constructivists arguing that reality is a social construction. False primacy is the view that the positivist paradigm has come to dominate research to the detriment of more open, pluralistic and critically reflective approaches. False certainty is the argument that in an increasingly complex and uncertain world researchers have retreated to a reactionary position in order to shore up the dominant paradigm. False expectations is the case that governments, especially, are demanding more evidence-based research in order to provide urgent solutions to educational problems. The second part of the article shows how taking a pragmatic approach may help us resolve some of the difficulties identified. For example pragmatists would not privilege any one paradigm or methodology over another but would argue that both science and constructivism offer different sets of tools for investigating different aspects of the world. This also means that pragmatists see inquiry not as discovering what is really out there but as offering more or less useful descriptions to meet our particular needs and purposes. The third part of the article argues that pragmatism is not an alternative model of research but is more a working point of view or a perspective which is admittedly modest and, so pragmatists think, appropriately fuzzy. What a pragmatic approach to research actually leads to, through reflection, is a kind of useful if temporary equilibrium amongst the community of inquirers. Part of this approach is the rejection of the idea that scientific research can be used with certainty to specify educational practice. All it can provide is possible lines of action.

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