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21.
Karl Neumann 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(2):159-170
In the methodological discussion of recent years it has become apparent that many research problems, including problems relating to the theory of educational science, cannot be solved by using quantitative methods. The multifaceted aspects of human behaviour and all its environment-bound subtle nuances, especially the process of education or the development of identity, cannot fully be taken into account within a rigid neopositivist approach. In employing the paradigm of symbolic interactionism as a suitable model for the analysis of processes of education and formation, the research has generally to start out from complex reciprocal social interactions instead of unambigious connections of causes. In analysing several particular methodological problems, the article demonstrates some weaknesses of quantitative approaches and then shows the advantages in and the necessity for using qualitative research tools.
This paper is a revised version of a lecture given on the occasion of the 50th anniversary of the Institute for Pedagogical Research at the University of Oslo in August, 1986. The paper is dedicated to the Institute and to Günther Patzig who celebrated his 60th birthday on 28 September, 1986. 相似文献
Zusammenfassung In der methodologischen Diskussion der letzten Jahre hat sich gezeigt, auch im Hinblick auf Theorieprobleme der Erziehungswissenschaft, daß eine ganze Reihe von Forschungsproblemen nicht mit quantitativen Methoden in den Griff zu bekommen sind. Die facettenreichen Aspekte menschlichen Verhaltens, einschließlich seiner situationsbedingten Nuancen, insbesondere der Erziehungsprozeß oder die Entwicklung der Identität, sind mit einem rigiden neopositivistischen konzeptionellen Rahmen nicht angemessen zu begreifen. Wenn dagegen das Paradigma der symbolischen Interaktion als adäquates Modell für die Analyse der Erziehungs- und Bildungsprozesse genommen wird, muß die Methodologie generell von komplexen sozialen Wechselbeziehungen anstatt von eindeutigen Kausalbeziehungen ausgehen. Indem einige methodologische Probleme exemplarisch diskutiert werden, sollen in dem Artikel einige Schwachpunkte quantitativer Methoden demonstriert werden. Darüberhinaus sollen Vorteile und Notwendigkeit des Gebrauchs von qualitativen Forschungsverfahren dargelegt werden.
Résumé Il est apparu évident dans le débat méthodologique de ces dernières années que de nombreux problèmes liés à la recherche, y compris ceux relatifs à la théorie des sciences de l'éducation, ne pouvaient être résolus au moyen de méthodes quantitatives. Les aspects aux facettes multiples du comportement humain et toutes ses nuances subtiles liées à l'environnement, notamment le processus d'éducation ou le développement de l'identité, ne peuvent être retenus pour une approche néopositiviste rigide. En considérant le paradigme de l'interaction symbolique en tant que modèle convenable pour l'analyse des processus d'éducation et de formation, la recherche est généralement partie d'interactions sociales réciproques complexes plutôt que de relations de causes non équivoques. En analysant quelques problèmes méthodologiques particuliers, cet article révèle quelques faiblesses des approches quantitatives et montre les avantages et la nécessité de l'utilisation d'instruments de recherche qualitatifs.
This paper is a revised version of a lecture given on the occasion of the 50th anniversary of the Institute for Pedagogical Research at the University of Oslo in August, 1986. The paper is dedicated to the Institute and to Günther Patzig who celebrated his 60th birthday on 28 September, 1986. 相似文献
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Eppler Elisabeth Meyer Jan Serowy Steffen Link Karl Pauk Barbara Filgueira Luis 《Research in Science Education》2021,51(2):277-299
Research in Science Education - This educational study aimed to explore the feasibility and acceptance of a literacy exercise adopted from the realworld of scientific publishing in a cell and... 相似文献
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The prevalence of different disabilities in a sample of 780 students found eligible for special education in Norway is presented in this article. Each student was judged in relation to 10 different disabilities, and the frequencies of the different disabilities were reported. Almost all students had more than one problem or disability. It is argued that statistics related to students with disabilities that ascribe each student only to one category of disability do not provide a correct picture of the prevalence of different disabilities. The most common disabilities reported in this study were psychosocial problems, intellectual disability, and communication disorders that were found in about 40 to 50% of the students. About one third of the students were reported to have attention deficit disorder or physical disabilities, 25% experienced social stress outside school, and 20% had medical problems. Hearing and visual impairments are reported for about 5% and 6% of the sample respectively. 相似文献
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Educational technology research and development - 相似文献
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Karl L. Wuensch 《Learning & behavior》1992,20(3):253-258
Newborn wild house mice (Mus musculus) were fostered upon maternal conspecifics, prairie deer mice (Peromyscus maniculatus bairdi) or laboratory rats (Rattus norvegicus). Male subjects were weaned into individual cages, in which they remained until testing commenced. At 35 days of age, subjects were given a four-choice test in which they had the opportunity to investigate tunnels scented with clean wood chips or with chips soiled by an adult male conspecific, deer mouse or rat. Compared to theMus-nursed andPeromyscus-nursed mice,Rattus-nursed mice were more active during the test and less reluctant to investigate theRattus-scented tunnel. These results were replicated in a two-choice test (Mus- vs.Rattus-scented tunnels) that included a group of mice fostered onto conspecifics, but withRattus scents present in the maternity cage throughout the nursing period. Early exposure to the scent ofRattus had no significant effects on the responses ofMus-nursed mice to the scent ofRattus. 相似文献
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Karl R. White 《Early education and development》1993,4(4):346-358
Since the implementation of Public Law 99457, the number of children served by early intervention programs has increased substantially. This article describes the d e s of advocacy and science in contributing to that expansion. A biosocial systems model of early development is used to explain how comparative experimental research can help to improve the cost effectiveness of early intervention programs. Examples of the benefits of such research are taken from the other articles reported in this issue of Early Education and Development. 相似文献