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Rowbottom Darrell Patrick & Aiston Sarah Jane (2006). « The Myth of ‘Scientific Method’ in Contemporary Educational Research ». Journal of Philosophy of Education, vol. 40, n° 2, mai, p. 137–156. ISSN 1467-9752. En ligne : <http://onlinelibrary.wi ... 2.2006.00508.x/abstract>. 
Added by: Marie Gaussel (08 Dec 2014 16:10:36 Europe/Paris)
Resource type: Journal Article
DOI: 10.1111/j.1467-9752.2006.00508.x
ID no. (ISBN etc.): 1467-9752
BibTeX citation key: Rowbottom2006
Categories: Apprentissages et psychologie
Creators: Aiston, Rowbottom
Collection: Journal of Philosophy of Education
Views: 804/908
Views index: 13%
Popularity index: 3.25%
URLs     http://onlinelibra ... 6.00508.x/abstract
Whether educational research should employ the ‘scientific method’ has been a recurring issue in its history. Hence, textbooks on research methods continue to perpetuate the idea that research students ought to choose between competing camps: ‘positivist’ or ‘interpretivist’. In reference to one of the most widely referred to educational research methods textbooks on the market—namely Research Methods in Education by Cohen, Manion, and Morrison—this paper demonstrates (1) the misconception of science in operation and (2) the perversely false dichotomy that has become enshrined in educational research. It then advocates a new approach, and suggests that the fixation with ‘science’ versus ‘non-science’ is counterproductive, when what is actually required for good inquiry is a critical approach to knowledge claims.
Added by: Marie Gaussel  
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