File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1007/978-94-007-6809-3_20
- Scopus: eid_2-s2.0-84928860898
Supplementary
-
Citations:
- Scopus: 0
- Appears in Collections:
Book Chapter: Educational Research as Science? A Critical Question
| Title | Educational Research as Science? A Critical Question |
|---|---|
| Authors | |
| Keywords | Method Qualitative Quality Quantitative Science |
| Issue Date | 2014 |
| Publisher | Springer |
| Citation | Educational Research as Science? A Critical Question. In Reid, AD., Hart, EP. & Peters, MA (Eds.), A Companion to Research in Education, p. 159-162. Dordrecht: Springer, 2014 How to Cite? |
| Abstract | 'Educational research as science?’ is a question that has been the subject of much heated debate. This short article aims to consider some of the key ideas we might invoke when attempting to conceive of educational research as science and in turn demonstrate that by considering the philosophy of science, and in particular Rowbottom’s piece, we can broaden our understanding of what counts as ‘scientific’ research. |
| Persistent Identifier | http://hdl.handle.net/10722/201572 |
| ISBN |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Aiston, SJ | en_US |
| dc.date.accessioned | 2014-08-21T07:30:52Z | - |
| dc.date.available | 2014-08-21T07:30:52Z | - |
| dc.date.issued | 2014 | en_US |
| dc.identifier.citation | Educational Research as Science? A Critical Question. In Reid, AD., Hart, EP. & Peters, MA (Eds.), A Companion to Research in Education, p. 159-162. Dordrecht: Springer, 2014 | en_US |
| dc.identifier.isbn | 9789400768086 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10722/201572 | - |
| dc.description.abstract | 'Educational research as science?’ is a question that has been the subject of much heated debate. This short article aims to consider some of the key ideas we might invoke when attempting to conceive of educational research as science and in turn demonstrate that by considering the philosophy of science, and in particular Rowbottom’s piece, we can broaden our understanding of what counts as ‘scientific’ research. | en_US |
| dc.language | eng | en_US |
| dc.publisher | Springer | en_US |
| dc.relation.ispartof | A Companion to Research in Education | en_US |
| dc.subject | Method | - |
| dc.subject | Qualitative | - |
| dc.subject | Quality | - |
| dc.subject | Quantitative | - |
| dc.subject | Science | - |
| dc.title | Educational Research as Science? A Critical Question | en_US |
| dc.type | Book_Chapter | en_US |
| dc.identifier.email | Aiston, SJ: aiston@hku.hk | en_US |
| dc.identifier.authority | Aiston, SJ=rp01636 | en_US |
| dc.identifier.doi | 10.1007/978-94-007-6809-3_20 | - |
| dc.identifier.scopus | eid_2-s2.0-84928860898 | - |
| dc.identifier.hkuros | 231916 | en_US |
| dc.identifier.spage | 159 | en_US |
| dc.identifier.epage | 162 | en_US |
| dc.publisher.place | Dordrecht | en_US |