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ERIC Number: ED290014
Record Type: RIE
Publication Date: 1986-Feb
Pages: 40
Abstractor: N/A
Theoretical Approaches, Categories and Methods Described as Educational Models. ZIFF Papiere 62.
Holmberg, Borje
Educational theorists frequently use the term "model" to denote a simplified picture of the reality of a theoretical approach or a school of thought. In branches of empirical science, including education, experimental data are often correlated with mathematical symbols, which makes it possible to interconnect these symbols in an exact way. Models can be used to explain causal relationships or to test hypotheses and theories. Although models present simplified pictures of reality, they are seldom exclusively descriptive; rather, they tend to show causal relations and clarify which variables in a given system are dependent and which are independent. Other types of models that have been used in writings about education are the hierarchical model and the algorithm-type model. Another type of simplifying model is one that aims at delineating concepts and areas of research. In many cases, the dividing line between an argumentative outline of a theory (or description) and a model is far from clear. Educational theorists have relied on both functional and normative models. Some of these represent positions within a philosophy of education leading to explicit concerns about ideological issues. On the other hand, they aim at guiding the teaching-learning process and thus develop various schemes that systematize the concepts that are important to them. The difference between functional and normative educational models may be viewed in terms of contrasting attempts to separate scholarship from value judgments and attempts at normative pedagogy. A 79-item reference list concludes the document. (MN)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: FernUniversitat, Hagen (West Germany). Zentrales Inst. fur Fernstudienforschung Arbeitsbereich.