Intro to Edu Research in education field.ppt

Intro to Edu Research in education field

1. Educational Research
Introduction to Educational Research

2. Ways of Knowing
Five ways we can knowsomething
Personal experience
Tradition
Experts and authorities
Logic
Inductive
Deductive
The scientific method

3. Ways of Knowing
Personal experience
Relying on one’s knowledge of prior
experiences
Limitations
How one is affected by an event depends on
who one is
One frequently needs to know something that
cannot by learned through experience

4. Ways of Knowing
Tradition
Doing things as they have always been done
Limitations
Traditions are often based on an idealized past
Traditions can be distant from current realities and the
complexities associated with them
Experts or authorities
Relying on the expertise or authority of others
Limitations
Experts can be wrong
Experts can disagree among themselves, as in a “second
opinion”

5. Ways of Knowing
Inductive reasoning
Reasoning from the specific to the general
Limitations
In order to be certain of a conclusion one must
observe all examples
All examples can be observed only in very
limited situations where there are few members
of the group

6. Ways of Knowing
Deductive reasoning
Reasoning from the general to the specific
Limitations
You must begin with true premises in order to
arrive at true conclusions
Deductive reasoning only organizes what is
already known

7. The Scientific Method
The goal of the scientific method is to
explain, predict, and/or control phenomena
This involves the acquisition of knowledge
and the development and testing of theory
The use of the scientific method is more
efficient and reliable than any other source of
knowledge

8. The Scientific Method
Five steps in the scientific method
Recognition and definition of the problem
Formulation of hypotheses
Collection of data
Analysis of data
Stating conclusions

9. Observation:
The process begins with the
observation of a phenomenon in the
natural world. Observations can be
qualitative (descriptive) or quantitative
(involving measurements or numbers).

10. Question:
Basedontheobservation,ascientific
questionisformulated.Thisquestion
shouldbespecificandfocused,allowing
forfurtherinvestigation.

11. Hypothesis:
A hypothesis is a tentative explanation
for the observed phenomenon. It is a
statement that can be tested through
experimentation or observation. A good
hypothesis is testable, falsifiable, and
provides a clear prediction.

12. Experimentation or
Observation:
Controlledexperimentsorsystematic
observationsareconductedtotestthe
predictionsderivedfromthehypothesis.
Variablesaremanipulatedand
controlledtoisolatetheeffectsbeing
studied.

13. Data Collection & Analysis:
Data Collection:During experiments
or observations, data is collected. This
data can be in the form of
measurements, observations, or other
relevant information.
Analysis:The collected data is
analyzed using statistical methods or
other analytical techniques to determine
if the results support the predictions
made by the hypothesis.

14. Conclusion:
Basedontheanalysis,scientistsdraw
conclusionsaboutwhetherthedata
supportsorrefutesthehypothesis.If
thedatasupportsthehypothesis,it
doesn'tnecessarilyproveit;itsimply
addsevidenceinitsfavor.Ifthedata
contradictsthehypothesis,the
hypothesismayneedtoberevisedor
discarded.

15. Communication:
Theresults,conclusions,andmethods
ofthestudyarecommunicatedtothe
scientificcommunityandthepublic
throughpublications,presentations,and
otherformsofcommunication.This
allowsotherscientiststoreview,
replicate,andbuilduponthestudy.

16. Peer Review:
Otherscientistsinthefieldreviewthe
study'smethodology,data,and
conclusions.Peerreviewhelpsensure
thequalityandvalidityofscientific
researchbeforeit'swidelyaccepted.

17. Reproducibility:
Toverifytheresultsandconclusions,
otherresearchersshouldbeableto
independentlyreplicatetheexperiment
orstudyusingtheprovidedmethods
andinformation.

18. Further Exploration:
Scientificresearchisanongoing
process.Theresultsofonestudyoften
leadtonewquestionsandhypotheses,
promptingfurtherinvestigationand
refinementofscientificunderstanding.

19. Limitations of the scientific
method
Inability to answer value-based questions
involving “should”
Inability to capture the full richness and
complexities of the participants
Limitations of our measurement
instruments
Ethical and legal responsibilities

20. Educational Research
The application of the scientific method
to study educationalproblems
The goal is to explain, predict, and/or
control educationalphenomena

21. Need of Research
Rapid Expansion and Democratization of
Education.
Technological Changes.
New Demands on Education.
Interdisciplinary Approach to Education.
Knowledge Explosion and the Need for
Educational Research.
Education and Productivity.
Spirit of Research is Needed Everywhere.
Research is Needed to Keep out of Fixed track.

22. Advantages Educational
research:
•Educational research economies efforts and
increases efficiency.
•It brings confidence in the teacher.
•It also brings dignity to the work of the teacher.
•It leads to the adoption of new methods.
•It keeps up alert.
•It brings a sense of awareness.
•It develops a better understanding of the
teaching learning process.
•It enables us to have a better understanding of
the social life.
•It promotes educational reform.