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In this chapter we discuss what is meant by research, particularly in education. We examine the idea of ‘practitioner research’ and what it might mean for teachers, lecturers and other education professionals.
UNIT 1 INTRODUCTION TO EDUCATIONAL RESEARCH: PURPOSE, NATURE AND SCOPE. Structure. 1.0 Introduction. 1.1 Objectives. 1.2 Sources of Knowledge. 1.3 Purpose of Research. 1.3.1 Training and Research. 1.3.2 Problem Solving. 1.3.3 Search for Truth: Scientific Inquiry and Theory Development. 1.4 Nature of Research. 1.4.1 Characteristics of Research.
WHAT IS RESEARCH? The American Educational Research Association (AERA) defines education research in part as “the scientific field of study that examines education and learning processes and the human attributes, interactions, organizations, and institutions that shape educational outcomes.” ide the best education possib.
Research is conducted for a variety of reasons, including to understand, describe, predict, or control an educational or psychological phenomenon or to empower individuals in such contexts.
The answer to the first seems to require an exploration of various terminologies, for example positivism, interpretivist paradigm, ontology, epis-temology, symbolic interactionism, action research, ethnography, grounded theory, critical theory and so on.
Abstract: Educational research should aim at improving educational practice by analysing the world of Education to understand it and make it better. It should be a critical, reflective and professionally oriented activity.
While ‘educational research’ therefore combines the definitions for education and research, one of the best definitions is provided by Opie (2004: 3), who defines educational research as ‘the collection and analysis of information on the world of education so as to understand and explain it better’.
