The myth of 'scientific method' in contemporary educational research
Document Type
Journal article
Source Publication
Journal of Philosophy of Education
Publication Date
5-1-2006
Volume
40
Issue
2
First Page
137
Last Page
156
Abstract
Whether educational research should employ the ‘scientific method’ has been a recurring issue in its history. Hence, textbooks on research methods continue to perpetuate the idea that research students ought to choose between competing camps: ‘positivist’ or ‘interpretivist’. In reference to one of the most widely referred to educational research methods textbooks on the market—namely Research Methods in Education by Cohen, Manion, and Morrison—this paper demonstrates (1) the misconception of science in operation and (2) the perversely false dichotomy that has become enshrined in educational research. It then advocates a new approach, and suggests that the fixation with ‘science’ versus ‘non-science’ is counterproductive, when what is actually required for good inquiry is a critical approach to knowledge claims.
DOI
10.1111/j.1467-9752.2006.00508.x
Print ISSN
03098249
E-ISSN
14679752
Publisher Statement
Copyright © 2006 Journal of the Philosophy of Education Society of Great Britain
Access to external full text or publisher's version may require subscription.
Full-text Version
Publisher’s Version
Language
English
Recommended Citation
Rowbottom, D. P., & Aiston, S. J. (2006). The myth of 'scientific method' in contemporary educational research. Journal of Philosophy of Education, 40(2), 137-156. doi: 10.1111/j.1467-9752.2006.00508.x