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ERIC Number: EJ893441
Record Type: Journal
Publication Date: 2010-Sep
Pages: 17
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-0895-9048
Scientific Paradigms and Falsification: Kuhn, Popper, and Problems in Education Research
Hyslop-Margison, Emery James
Educational Policy, v24 n5 p815-831 Sep 2010
By examining the respective contributions of Karl Popper and Thomas Kuhn to the philosophy of science, the author highlights some prevailing problems in this article with the methods of so-called scientific research in education. The author enumerates a number of reasons why such research, in spite of its limited tangible return, continues to gain institutional momentum in colleges and faculties of education. Furthermore, the author argues that the various identified problems, when considered collectively, effectively reduce many claims emerging from scientifically designed education research to the realm of logically invalid hypotheses and questionable circumstantial evidence insulated from academic criticism by various professional and institutional interests. (Contains 1 note.)
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Publication Type: Journal Articles; Opinion Papers
Education Level: Adult Education; Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A