ERIC Number: ED366509
Record Type: Non-Journal
Publication Date: 1992-Jul
Reference Count: N/A
Rethinking the Form and Function of Scientific Research in Science Education. NCSTL Monograph Series. #5.
The basic premise explored in this paper is that the conception of educational research which has dominated thinking in the past and continues to influence how the research community thinks and what it does today is inadequate and to some extent, inappropriate. This paper is divided into four sections. Section 1 explicates the traditional conception of research in education and discusses the role research was traditionally expected to play in education. Section 2 focuses on more contemporary views about the form and function of research in education. Evidence of both growing skepticism about traditional views and continued acceptance of traditional notions is presented. The third section focuses on problems with the traditional views of research and the traditional view of research's role in applied public policy fields such as education. The final part of the paper focuses on implications of the two problems discussed in Section 3 for rethinking the form and function of educational a research in general and for constructing a research agenda for the National Center for Science Teaching and Learning. (PR)
Descriptors: Classroom Research, Educational Anthropology, Educational Change, Educational History, Educational Policy, Educational Research, Elementary Secondary Education, Higher Education, Qualitative Research, Science Education, Science Teachers
National Center for Science Teaching and Learning, 1929 Kenny Road, Columbus, OH 43210-1080.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Science Teaching and Learning, Columbus, OH.