Filosofia ja kasvatustieteen metodologia.

Esitys aiheesta: "Filosofia ja kasvatustieteen metodologia."— Esityksen transkriptio:

1 Filosofia ja kasvatustieteen metodologia.
Kasvatustieteen päivät Joensuu Kartta maastosta. Filosofia ja kasvatustieteen metodologia. Hannu L. T. Heikkinen Jyväskylän yliopisto Koulutuksen tutkimuslaitos Rauno Huttunen Joensuun yliopisto Kasvatustieteen laitos Katrin Niglas Tallinn Pedagogical University Päivi Tynjälä Jyväskylän yliopisto Koulutuksen tutkimuslaitos

2 Methodological naivism
quantitative qualitative

3 Methodological naivism

4 The roots of current debates
Early debates: from 17th century to the first half of 20th centuries Prosperity of positivism and the domination of quantitative methods in social sciences: from 1930s to 1950s The debunking of logical positivism after World War II and the pervasiveness of the postpositivist position: the end of 1950s and beginning of 1960s The ascendance of interpretivism and constructivism, followed by the ‘paradigm wars’: from late 1960s onwards

5 Main distinctions seen between quantitative and qualitative ‘paradigms’
- The Conventional and Constructivist Belief Systems (Adapted from Guba and Lincoln 1989)

6 quantitative paradigm
Main distinctions seen between quantitative and qualitative ‘paradigms’ - Different levels of research as seen by interpretivists/incompatibilists Epistemological level: positivism interpretivism/ constructivism Methodological level: quantitative paradigm qualitative paradigm Technical level: quantitative methods qualitative methods Data: quantitative data qualitative data

7 Main distinctions seen between quantitative and qualitative ‘paradigms’
- Common dichotomies in methodological literature

8 Guba & Lincoln – development of paradigm system
1989 1994 2000 Conventional (positivist) Positivism Constructivist Post-positivism Critical Theory Constructivism Participatory

9 Quantitative and qualitative methodologies as complementary approaches
- Paradigmatic model does not fit the actual (research) practice (Eckeberg and Hill 1980, Freidheim 1979, McNamara 1979, Hammersley 1992, Niglas 1999, … ) - Qualitative and quantitative methodologies are not polar but constitute a continuum and the influence of different philosophical schools of thought to research methodology is much more diffuse as it has been depicted by the proponents of paradigmatic view (Hammersley 1992, Bryman 1988, Howe 1988, Newman & Benz 1998, Niglas 2001 & 2004, … )

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12 Literature Heikkinen, H Objektiivisuuskohtauksista relativismin suohon. Paradigmasiirtymän tarkastelua Guban ja Lincolnin vanavedessä. Teoksessa P. Nuutinen (Toim.) Tutkiva opettaja. Kokemuksista pedagogiikaksi. Joensuu: Joensuu University Press. Heikkinen, H., Kakkori. L. & Huttunen, R This is my truth tell me yours. Educational Action Research 9 (1), Heikkinen, H Whatever is narrative research? In: R. Huttunen, H. Heikkinen & L. Syrjälä. Narrative research. Voices of teachers and philosophers. Jyväskylä: SoPhi. Huttunen, R Rationaalisuusteorian vaatimus indoktrinaation määrittelyssä. Teoksessa R. Huttunen: Kommunikatiivinen opettaminen. Indoktrinaation kriittinen teoria. Jyväskylä: SoPhi. Huttunen, R., Heikkinen, H. & Tynjälä, P Voiko konstruktivisti olla realisti? Esitelmä aikuiskasvatuksen tutkijatapaamisessa Niglas, K The Combined Use of Qualitative and Quantitative Methods in Educational Research. Tallinn Pedagigical University. Dissertations on Social Sciences. TPÜ Kirjastus, Tallinn. ISBN Short version: Niglas, K Paradigms and Methodology in Educational Research. Paper given at ECER2001; Available at Education Line Niglas, K Combining Quantitative and Qualitative Approaches. Paper given at ECER2000; Available at Education Line Niglas, K Quantitative and Qualitative Inquiry in Educational Research: is there a paradigmatic difference between them? Paper given at ECER1999; Available at Education Line Tynjälä, P., Heikkinen, H. & Huttunen, R Konstruktivistinen oppimiskäsitys ohjaamisen perustana. Käsikirjoitus Aikuiskasvatuksen vuosikirjaan Toim. A. Malinen & P. Sallila (Painossa.)