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Douglas A. Roberts 《科学教学研究杂志》1982,19(4):277-292
This article develops a way to conceptualize the complementarity of quantitative and qualitative research in science education. The differing sets of metaphysical presuppositions that give rise to the two approaches are systematically examined by using Stephen Pepper's “world hypotheses”: it is argued and demonstrated that quantitative research is formist/ mechanist in its metaphysical preoccupation, while qualitative research is contextualist/organicist. The vehicle for demonstrating how these metaphysical systems actually influence science education research is Stephen Toulmin's “argument pattern.” It is demonstrated through analysis of examples that quantitative and qualitatitive research reports follow the same pattern of argument, even though the metaphysical roots behind the approaches, which control their differing methodologies and other features, are obviously different. Given the emergence of qualitative research styles, implications are explored for the development of science education research as a total enterprise. Special attention is paid to the problems of appraising the quality of qualitative research reports and to the need for a comprehensive view of what constitutes legitimate research in science education. 相似文献
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教育研究中定量与定性研究法的比较 总被引:10,自引:0,他引:10
曾君 《广西教育学院学报》2000,(3):12-18
加强教育研究方法的研究,是提高教育研究质量与水平的基础,定量研究与定性研究是教育研究中的两种主要方法,但不是两种对立的方法,本力图在比较研究的基础上,说明两种方法应该结合使用。 相似文献
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