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National Research Council (2002). Scientific Research in Education. Washington D. C. : The National Academies Press. En ligne : <http://fermat.nap.edu/catalog/10236.html>. 
Added by: Catherine Reverdy (01 Jan 1970 01:00:00 Europe/Paris)   Last edited by: Catherine Reverdy (06 Sep 2013 16:44:18 Europe/Paris)
Resource type: Book
BibTeX citation key: NationalResearchCouncil2002
Categories: Apprentissages et psychologie, General
Subcategories: Neurosciences et Ă©ducation
Keywords: méthodes de recherche, politique éducative, utilisation des recherches
Creators: National Research Council, Shavelson, Towne
Publisher: The National Academies Press (Washington D. C.)
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URLs     http://fermat.nap.edu/catalog/10236.html
Abstract     
Researchers, historians, and philosophers of science have debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for "evidence-based" policy and practice in education now codified in the federal law that authorizes the bulk of elementary and secondary education programs have brought a new sense of urgency to understanding the ways in which the basic tenets of science manifest in the study of teaching, learning, and schooling.
Scientific Research in Education describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas. Its main argument is that all scientific endeavors share a common set of principles, and that each field including education research develops a specialization that accounts for the particulars of what is being studied. The book also provides suggestions for how the federal government can best support high-quality scientific research in education.
  
Quotes   
pp.2-5, Chapter executive summary   At its core, scientific inquiry is the same in all fields. (...)
Advances in scientific knowledge are ahieved by the self-regulating norms of the scientific comunity over time, not, as sometimes believed, by the mechanistic application of a particular scientific method to a static set of questions.
(...)
We conclude that six guiding principles underlie all scientific inquiry, including education research:
1- Pose significant questions tha can be investigated empirically
2- Link research to relevant theory
3- Use method that permit direct investigation of the question
4- Provide a coherent and explicit chain of reasoning
5- Replicate and generalize across studies
6- Disclose research to encourage professional scrutiny and critique   Added by: orey
p.5   [Education is..] multilayered, constantly shifting, and occurs within an interaction among institutions (e.G. schools and universities), communities, and families. It is value laden and involves a diverse array of people and political forces that significantly shapes its character.

Finally, education research depends on its relationships woith practice.   Added by: orey
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