Science, Research, and Paradigms: Key Concepts Explained
Science, Research, and Paradigms
Science: Systematic and organized accumulation of knowledge obtained by methods based on systematic observation.
Features of Science:
- Static: Development and accumulation of knowledge and establishment of general laws and theories.
- Dynamic: Discovery and problem-solving to achieve progress and improvement.
Research: The process by which we try to get systematic information, always based on evidence.
Research Methods:
- Trial and error
- History
- Personal experience
- Deductive
- Inductive – Scientific method
Steps of the Scientific Method:
- Observation
- Hypothesis
- Conclusion
- Observation
- New hypotheses
Knowledge:
There are three types of knowledge:
- Vulgar (Common Sense)
- Philosophical (Reflective knowledge)
- Scientific (Empirical observation)
Types of Scientific Knowledge:
- Description
- Relationship and Prediction
- Explanation
- Dynamic and intervention
Features of Scientific Knowledge:
- Based on questions
- Objective
- Methodical
- Systematic
- Contrastable
- Factual
- Rational
- Communicable
- Analytical
- Replicable
- Critical
- Cyclic
Paradigm:
A scheme of interpretation that includes theories, laws, and techniques adopted by a scientific community.
Behavioral Paradigm:
- Metaphor: the machine
- Teacher-centered teaching
- Closed curriculum
- Behavior modification
- Discipline
- Evaluation based on the product (Summative)
- Stimulus-response model
Cognitivist Paradigm:
- Metaphor: the computer
- Learner-centered education
- Open and flexible curriculum
- Directs behavior Cognition
- Learning to learn
- Learning strategies
- Evaluation focused on the process and results
- Model: how the student learns
Ecological Paradigm – Phenomenological Context:
- Metaphor: context
- Ethnography
- Critical technical Professor
- Metacognition
- The teacher is interested in the student perspective
- The perception that students have of their learning context influences
- The evaluation determines the approach to learning
- Open and flexible curriculum
- Qualitative and formative Professor facilitator of learning
- The teaching-learning process focuses on the context, social and personal development.
Model:
The representation of a phenomenon or system object. Used to display a simplified form that is difficult to observe. Each model is a projection of a possible system of relationships between elements of a phenomenon. The representation can be verbal, material, or symbolic. The models we know about teaching and learning are symbolic.
Types of Models:
- Learning
- Teaching (Presage, Process, Product)
Theory and its Features:
A set of constructs (concepts), definitions, and propositions that have intertwined a systematic point of view of a phenomenon, in order to explain and predict. A theory is an explanation of the relationship between phenomena.
Features of Theory:
- Explain why relationships are established and conditions which can occur or not these relationships.
- Predict a variable from another.
- Specify the characteristics or variables to be measured and in what order.
Types of Theory:
- Inductive: It developed from observation.
- Hypothetico-deductive: Be part of hypothetical propositions which are logical deductions.
- Deductible: A theory should allow deduce or derive a number of consequences.
- Contrast: What is the theory can be tested empirically.
- Consistency:
- Internal: in theory there can be no contradiction between the explanations and predictions.
- External: explanations and predictions can not be contradiction with related theories.
Parts of a Research Report:
- Title
- Abstract
- Introduction (literature review, objectives / hypotheses)
- Methodology (sample, design, materials, processes)
- Results
- Discussion
- Conclusions
- Bibliographic References
- Appendices