Introduction

2020 ◽  
pp. 1-21 ◽  
Author(s):  
Peter Ling ◽  
Lorraine Ling
Keyword(s):  
Education Research ◽  
World View ◽  
Research Paradigms ◽  
Scholarship Of Engagement ◽  
Starting Point ◽  
Pragmatic Research

Methods and paradigms in scholarship and education research are addressed in this book. Boyer's scholarships of discovery, integration, application, and teaching, along with Boyer's later addition of the scholarship of engagement, and their multifaceted relationship to education research, form a starting point. From there, in addressing methods and paradigm in scholarship and education research, the paradigm is placed front of stage. Paradigm, as used here, refers to a set of concepts that reflect a world view underpinning a particular subject or pursuit. The paradigms applying to education research and scholarship addressed in this book include the traditional positivist and post-positivist - here labelled neo-positivist - paradigms and the interpretivist, transformative, and pragmatic research paradigms, which have been nominated in existing literature. In acknowledgement of the “supercomplex” environment in which education now operates, a novel paradigm, supercomplexity, emerges.

Introduction

2016 ◽  
pp. 1-18 ◽  
Author(s):  
Peter Ling ◽  
Lorraine Ling
Keyword(s):  
Social Sciences ◽  
Education Research ◽  
Research Method ◽  
Research Paradigm ◽  
Field Of Study ◽  
Related Field ◽  
Research Issues ◽  
Research Paradigms ◽  
The Social ◽  
Pragmatic Research

The title of this book refers to both methods and paradigms in education research. Both are addressed, but this book is distinguished from others in that the research paradigm, rather than choice of research method, is placed front of stage. The related field of study is education. The study of education intertwines with a range of disciplines in the social sciences so the research issues arising have implications beyond the education context. The research paradigms addressed in this book include the traditional positivist and post-positivist—here labelled neo-positivist—paradigms. The interpretivist, transformative and pragmatic research paradigms, which have also been nominated in existing literature, are included. A novel supercomplexity paradigm has been added here in acknowledgement of the “supercomplex” environment (Barnett, 2000a) in which education research now operates. Following chapters explore issues relating to the design, implementation and critique of education research in the light of this understanding of research paradigms.

Conclusion

2016 ◽  
pp. 345-351 ◽  
Author(s):  
Lorraine Ling ◽  
Peter Ling
Keyword(s):  
Education Research ◽  
Research Topic ◽  
Research Paradigm ◽  
Research Paradigms ◽  
The World ◽  
New Research

Authors of the chapters of this book have reflected on education research undertakings and research paradigms applicable to their work. Their writing is revisited here as it links education research in practice to underpinning understandings of the nature of the aspect of the world investigated, the drivers of the research and the contributions to knowledge that emerge. Instances that fit within or move between established research paradigms are addressed first. The case for a new research paradigm—the supercomplexity paradigm—is then rehearsed and contributions of chapter authors to that concept and its application summarized. While research reviewed in the chapters covers the full array of paradigms, the endeavors portrayed are linked by the act of research itself. In this endeavor, whatever the education research topic, approach and methods employed, being clear about the research paradigm that applies helps in ensuring the research exercise is coherent and the outcomes appropriate and defensible.

scholarly journals Metodo mistoak Hezkuntza-ikerkuntzan

Tantak ◽  
2018 ◽  
Vol 30 (1) ◽  
pp. 87-111
Author(s):  
Karlos Santiago Etxeberria ◽  
Olaia Jiménez Arrieta ◽  
J.F. Lukas Mujika
Keyword(s):  
Education Research ◽  
Mixed Methods ◽  
Educational Research ◽  
Mixed Method ◽  
Basic Principles ◽  
General Review ◽  
Research Paradigms

This article sets out to provide a general review of the basic principles of what is known as “methodological complementarity” in education research. Firstly, it addresses the context in which mixed methods have emerged to then go on to review some of the definitions. After reflecting on the advantages and limitations of these methods, several designs of mixed methods with examples drawn from education research and assessment are presented. The article concludes with an exposition of the discussion about the quality of the research conducted with a mixed method. Keywords: Educational Research, Research paradigms, Methodological Complementarity, Mixed methods.

scholarly journals Suvremena strujanja u komparatistici

2008 ◽  
Vol 3 (1.) ◽  
Author(s):  
Katarina Ivon
Keyword(s):  
Comparative Literature ◽  
Cultural Studies ◽  
Literary History ◽  
European Studies ◽  
Research Paradigms ◽  
Starting Point ◽  
History Of ◽  
History Of Literature ◽  
Focus Point

This paper is a preview of contemporary trends in comparative literature. The starting point of this research is the fact that change of research paradigms is a key feature of contemporary comparative literature. Change of research paradigms refers to imagery research, a new focus point of comparative literature that deals with images of certain country and its culture in another cultural surrounding, and to the notion of intercultural history of literature, which also includes the concept of interliterary community. The author also presents two new tendencies in contemporary comparative literature: cultural studies and European studies. The paper analyzes the responses of these new trends in Croatian literary history, but it also focuses on their impact on further researches in Croatian literature.

Nine Elements of the Scholarship of Discovery

2020 ◽  
pp. 84-95
Author(s):  
Marcia Devlin
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Higher Education Research ◽  
Starting Point ◽  
The Subject

In this chapter, the focus is on higher education research or what Boyer has called the scholarship of discovery. The concepts of higher education research and the scholarship of discovery may have similarities or differences – such comparisons are not the subject of this chapter. The chapter outlines nine elements of the scholarship of discovery for consideration as a starting point and offers an example to illustrate one application of these elements drawn from the field of higher education research.

scholarly journals The Shift to Gamification in Education: A Review on Dominant Issues

2020 ◽  
Vol 49 (1) ◽  
pp. 113-137
Author(s):  
Kingsley Ofosu-Ampong
Keyword(s):  
Education Research ◽  
Information Systems ◽  
Future Research ◽  
Research Directions ◽  
Research Activities ◽  
Starting Point ◽  
Future Research Directions ◽  
Methodological Approaches ◽  
Game Elements ◽  
The Impact

This article examines gamification literature on education since 2011. Using highlighted themes from Kirriemuir and McFarlane’s review on games and education as a starting point, the study identified 32 published papers. Furthermore, the study evaluated and identified previous conceptual and methodological approaches for evaluating gamification in education research. Using the identifying themes, the study discusses the development and use of gamification in education (Theme I), the application of gamification in education (Theme II), and the impact of gamification in education (Theme III) and propose that there is increased gamification and game elements research activities bridging the idea of gamified information systems in education and offering interesting opportunities for future research. The study concludes with future research directions for gamification in education.

scholarly journals Biology education research: building integrative frameworks for teaching and learning about living systems

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Ross H. Nehm
Keyword(s):  
Education Research ◽  
Teaching And Learning ◽  
Biology Education ◽  
Theoretical Work ◽  
Student Thinking ◽  
Living Systems ◽  
Conceptual Frameworks ◽  
Making Sense ◽  
Starting Point ◽  
Challenges And Opportunities

AbstractThis critical review examines the challenges and opportunities facing the field of Biology Education Research (BER). Ongoing disciplinary fragmentation is identified as a force working in opposition to the development of unifying conceptual frameworks for living systems and for understanding student thinking about living systems. A review of Concept Inventory (CI) research is used to illustrate how the absence of conceptual frameworks can complicate attempts to uncover student thinking about living systems and efforts to guide biology instruction. The review identifies possible starting points for the development of integrative cognitive and disciplinary frameworks for BER. First, relevant insights from developmental and cognitive psychology are reviewed and their connections are drawn to biology education. Second, prior theoretical work by biologists is highlighted as a starting point for re-integrating biology using discipline-focused frameworks. Specifically, three interdependent disciplinary themes are proposed as central to making sense of disciplinary core ideas: unity and diversity; randomness, probability, and contingency; and scale, hierarchy, and emergence. Overall, the review emphasizes that cognitive and conceptual grounding will help to foster much needed epistemic stability and guide the development of integrative empirical research agendas for BER.

Shifting Paradigms in Music Education Research (1953–1978)

2015 ◽  
Vol 63 (3) ◽  
pp. 261-280 ◽  
Author(s):  
Estelle R. Jorgensen ◽  
Patrice Madura Ward-Steinman
Keyword(s):  
Education Research ◽  
Music Education ◽  
Formative Period ◽  
Levels Of Analysis ◽  
Quarter Century ◽  
Research Paradigms ◽  
Education Data ◽  
Institutional Issues ◽  
Research Questions ◽  
Integrative Levels

The purpose of this study was to examine evidence of a hypothesized shift in the operative research paradigms in music education during the first quarter century of the publication of the Journal of Research in Music Education, during the period 1953 to 1978. This shift was from humanities-oriented historical and philosophical studies to scientifically oriented psychological studies, from studies couched at higher levels of generality to more specific levels of analysis of the data, and from studies geared toward broader contextual and institutional issues to those concerning the specific behaviors of students in music education. Data for our analysis are drawn from the first 26 years of the Journal of Research in Music Education during its formative period from 1953 to 1978. In order to test quantitatively these broad philosophical claims for shifting paradigms in music education research during this period, our specific research questions focused on indicators that, taken together, might document these changes. Based on heuristic models, 499 articles were classified according to types of research method, facets of music education, and integrative levels of analysis. Descriptive statistics and statistically significant correlations provided strong evidence of this shift. Implications for further research were sketched.

scholarly journals Heritage Education and Research in Museums. Conceptual, Intellectual and Social Structure within a Knowledge Domain (2000–2019)

2021 ◽  
Vol 13 (12) ◽  
pp. 6667
Author(s):  
José Monteagudo-Fernández ◽  
Cosme J. Gómez-Carrasco ◽  
Álvaro Chaparro-Sainz
Keyword(s):  
Education Research ◽  
Informal Learning ◽  
Informal Education ◽  
Web Of Science ◽  
R Package ◽  
Research Topics ◽  
Knowledge Domain ◽  
Academic Production ◽  
Research Paradigms ◽  
Heritage Education

Heritage and museums have constituted two fundamental axes of heritage education research in recent decades. This can be defined as the pedagogical process in which people can learn about heritage assets in formal or informal learning contexts. Museums, as centres of reference in informal education, are in constant and fluid contact with schools and produce different and varied didactic materials related to heritage. This paper provides results concerning the development and shaping of the knowledge domain known as heritage education between 2000 and 2019 on the Web of Science (WoS). To this end, different techniques and tools have been used: R-package Bibliometrix and VOSviewer. This analysis has identified five clusters with the topics underpinning heritage education as a specific field of knowledge. Our inquiry has highlighted the fact that there has been an increase in production regarding research topics associated with heritage education and museums in this period, particularly between 2015 and 2019. The inclusion of ESCI journals has led to a greater visibility of WoS-indexed academic production in some countries. Finally, the concepts “heritage”, “museum” and “education” are the axes around which the research paradigms related to heritage education research seem to have been developed.

scholarly journals A SNAPSHOT METHODOLOGICAL REVIEW OF JOURNAL ARTICLES IN ENGINEERING EDUCATION RESEARCH

2019 ◽  
Author(s):  
Qin Liu
Keyword(s):  
Education Research ◽  
Engineering Education ◽  
Review Paper ◽  
Journal Articles ◽  
Current State ◽  
Starting Point ◽  
Engineering Education Research ◽  
Knowledge Claims ◽  
Explicit Discussion ◽  
Made In

Explicit discussion of methodology is important to better understand how knowledge claims are made in a field. In light of a methodological taxonomy, this exploratory review paper examined the research topics and methodologies that were used in a sample of 142 articles published in 2018 by four major engineering education journals. The analysis reveals that engineering education research exhibits varied profiles in different engineering education journals. It also identifies several patterns and trends in the current state of engineering education research. The findings will not only provide novice engineering education researchers with a snapshot, yet an illustrating view, of the emerging field of EER but also offer a starting point to examine critical questions in the field of EER, such as quality and rigor.  

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