Please enable JavaScript.

Coggle requires JavaScript to display documents.

Paradigms (Rana (Synthesise the key concepts - debates/argruments (Adopted…

- - - - This notion was supported by educational researchers such as Lincoln and Guba for a period of time, eventually, it was withdrawn as they realised it could not be based on a single perspective
    - - Somewhere along the line, Kuhn's paradigm was altered
        
        Add gravity
        
        significance
      - Interpreted
        
        Ethnicity
        
        Gender
        
        Sexual Orientation
        
        Life experience
        
        What did I learn?
        
        There is a clear indication that research in one particular field can be interchangeable. There may be slight differences or possibly major ones however, some information can be applicable in other areas of faculty.
        
        I definitely need to do some extra reading around paradigm, methodologies, qualitative, quantitative methods. It did take me a while to get my head around some parts, I still don't understand some sections
        
        Despite your best efforts to get your point across, others perception of your interpretation can be vastly different. People will just concede with their own perspective which may lead to a variation of your conclusion.
        
        Theories are adaptable and applicable at the time of publishing.
        
        Different Paradigms can be applicable in different scenarios. There is no rule stating that only one may be used in your research to draw a conclusion.
        
        The Challenges of traditional thinking. I still find this to be true and an active part of an educators career. Traditional thinking is challenged daily, not only by senior management, the BOT but the government too. I believe that this will never cease because the stakeholders will always want to see improvements which means change, thus, asserting the traditional methods.
  - - - Despite the differences in theories between researchers, there is still common ground in some areas
      - The structure of this paper highlights an alternative approach to presenting information.
      - It was invigorating to final read a piece about race, gender etc and how this can be encompassed
- - - - These methods exist on a continuum and should be utilised as such.
      - Concepts of Quantitative, qualitative and mixed methods and associated merits.
    - - Be wary of purists and ensure that you have satisfied and done justice to your own research and desired outcomes. Your research questions may help here.
      - Mixed methodologies may lead to more robust and more ‘implementable’ results. – It may be easier to turn your results into an actionable program.
      - Start every project with open eyes and an open mind. Always consider the other options.
    - - Ways in which mixed method research may be conducted.
      - The origins of debates regarding the validity of using research methods developed by and for physical sciences to study social sciences.
      - Mixed method research provides the most thorough review in research.
      - Misconceptions held by purists on both sides.
      - Qualitative and Quantitative research exist on a continuum.
      - The false dichotomies which have been created through polemics and how they’ve reduced the efficacy of the debate on both sides.
  - - - How a researcher's paradigm could influence their development and interpretation of research and validity
      - Rigorous 'scientific' constructs are discussed with consideration to their mal-alignment with research in social sciences.
      - Paradigms in which different research exist
    - - Where paradigms overlap and where they may disagree.
      - Whether paradigms may be realistically commeasurable.
      - The concepts of validity and truth.
      - The changing scene of research and the acceptance of alternatives to ‘scientific tradition.’
      - The difficulty with applying rules to research.
      - How different paradigms view and act on the knowledge resulting from research
    - - For me, having existed mainly in the physical sciences, this article highlights many opposing paradigms which are evident in discussion between social and physical sciences.
      - It may be due to point A that rigorous ‘scientific’ research is easily misconstrued and wrongly reported to the public to serve a purpose or effect a change.
      - The paradigm in which you exist as well as the paradigm in which your research takes place, requires careful consideration if your research is to be of maximum benefit to the knowledge base.
- - - - Paradigm
        
        “basic belief system or world view that guides the investigation” - Guba & Lincoln
      - Qualitative
        
        context critical, participate/engage in order to make sense, highly intuitive
      - Quantitative
        
        value-free, empirical approaches, measure and observe, “one-way mirror”
      - Realism
        
        philosophical paradigm with elements of both positivism and constructivism, complementary
        
        therefore mixed methods seen as appropriate
        
        differences between reality and people’s perceptions of reality (knowledge)
      - Knowledge and meaning
        
        human inclination “to understand and make meaning out of their lives and experiences”
        
        use of qualitative research to facilitate making meaning
    - - Importance of making meaning and how these is done through different paradigms
      - Constructing meaning through qualitative data analysis – a research as well as learning tool
      - Methodology must match, be appropriate to what is being researched
      - Lots of new terminology to embed/learn
    - - Krauss, S.E. (2005). Research paradigms and meaning making: A primer. The Qualitative Report, 10(4), 758-770.
    - - Krauss explores “meaning” and “making meaning” with a particular focus on qualitative data analysis. examines key differences between qualitative (constructivist) and quantitative (positivist) research paradigms, and how researchers manage these with respect to their own knowledge, beliefs, values and worldviews.
  - - - use a wide variety of methods/techniques
      - diversity
        
        beliefs/belief systems
        
        research techniques (methodology)
        
        research questions/focus
        
        cultures (and language)
      - Epistemology = theory of knowledge
      - epistemological diversity relates to how belief systems vary and this in not controversial.
    - - Epistemological diversity isn’t a big deal. Siege describes this diversity as “uncontroversial” and posits that researchers should have a broad knowledge of research epistemologies, which will enable them to be more open-minded, responsive and attuned to the research activity being undertaken. Diversity can include researcher beliefs, culture, techniques and approaches to making meaning. Questioning about how “neutral” perspectives can be.
    - - Siegal, H. (2006). Epistemological diversity and educational research: Much ado about nothing much? Educational Researcher, 35(2), 3-12.