Download How to Design and Evaluate Research in Education 7th Edition by Jack R. Fraenkel (J.R. Fraenkel) / Norman E. Wallen (N.E. PDF

By Jack R. Fraenkel (J.R. Fraenkel) / Norman E. Wallen (N.E. Wallen)

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We would argue, however, that our commonsense notion of reality (that what most knowledgeable persons agree exists is what is real) has enabled humankind to solve many problems—even the question of how to put a man on the moon. The second issue is the question of communication. ” Even so, the critics argue that it is virtually impossible to show that we use the same terms to identify these things. For example, it is well known that the Inuit have many different words (and meanings) for the English word snow.

No expert, however, has studied or experienced all there is to know in a given field, and thus even an expert can never be totally sure. All any expert can do is give us an opinion based on what he or she knows, and no matter how much this is, it is never all there is to know. Let us consider, then, another way of knowing: logic. LOGIC We also know things logically. Our intellect—our capability to reason things out—allows us to use sensory data to develop a new kind of knowledge. Consider the famous syllogism: All human beings are mortal.

This requires a more detailed analysis of the various aspects of phenomena and their interrelationships. Advances in biology, for example, have come about, in large part, as a result of the categorization of descriptions and the subsequent determination of relationships among these categories. Associational Research. Educational researchers also want to do more than simply describe situations or events. They want to know how (or if), for example, differences in achievement are related to such things as teacher behavior, student diet, student interests, or parental attitudes.

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