The nature of educational inquiry: is one approach better?
| [Abstract] | |
| Type | Article |
| Document no. | 118221 |
| Author | Abou-Assali, Mouna. Emirates College for Advanced Education, Abu Dhabi, United Arab Emirates. |
| Pages | pp. 71-76 |
| Host Item Entry |
International Review of Contemporary Learning Research. . Vol.3, no. 2, 2014
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| Electronic Location |
Full text (PDF)
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| Descriptors | Learning processes - Educational strategies - Educational methods |
| Language of document | English |
| Country | Bahrain |
This paper defines the epistemological and ontological assumptions underpinning the two most common research paradigms: the scientific and interpretive; in relation to their methodology and methods. It will also shed light on the third recent approach; namely the critical paradigm. A description of the two methods of data collection corresponding to those paradigms is provided. The conclusion section will end with a discussion about the quality of educational research. This paper might be of help to novice and EFL/ESL researchers who wish to conduct research studies in their areas of expertise. (Published Abstract)
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| Abou-Assali, Mouna.. (2014). The nature of educational inquiry: is one approach better?. International Review of Contemporary Learning Research. Vol.3, no. 2, 2014. pp. 71-76 Retrieved from search.shamaa.org |