A Short Guide to Action Research4th Edition

Andrew P. Johnson, Ph.D.Minnesota State University, Mankato

www.OPDT-Johnson.com

Chapter One: Science, Research, and Teaching

SCIENCE1. Science process used to examine and organize the world around us.

2. Scientists ask questions and use data to answer questions.

3. Science uses perceived reality to determine beliefs.

4. Pseudoscience uses beliefs to determine what reality is perceived.

Scienceperceived reality determines belief

Pseudosciencebelief determines perceived reality

RESEARCH1. Scientific knowledge is a body of knowledge generated by research

2. Research is systematic method used to collect data to answer questions

3. Different research methods provide different views of reality

4. There are many methods of science

Quantitative Research

1. Researcher takes an active role – seeks to isolate a variable

2. Variable = quality or condition about which researcher wants to draw conclusions

3. Goal of experimental research = figure out effect of a particular approach or treatment (variable)

4. Researcher controls all extraneous variables to create an environment that isolates a one particular variable

Terms

1. Independent variable = the treatment or factor researcher manipulates to determine a particular effect

2. Dependent variable = the result or effect of the treatment

3. Treatment group = subjects, participants, or objects exposed to the treatment

4. Control group = similar to treatment group; not exposed to treatment, used for comparison

5. Research question = Basis of research; what researcher hopes to answer

6. Hypothesis = tentative statement that is supported or not by the results of the experiment

7. Theory = A way to explain a set of facts; an interrelated set up concepts used to explain a body of data

Qualitative Research

1. Uses systematic observations to understand the world as it is

2. Does not manipulation conditions in order to isolate variables

3. Does not prove or disprove hypothesis; rather, come to know or develop understanding

4. Allows for flexibility during data collection process; a variety of data are collected

Quantitative or Qualitative Research

1. Each used to answer different types of questions

2. Action research often most closely aligned with qualitative research – but not always

TEACHING

1. Teachers are natural scientists

2. Scientists and teachers develop content expertise

3. Scientists and teachers detect problems or ask questions

4. Scientists and teachers observe

5. Scientists and teachers organize and classify data

6. Scientists and teachers measure or collect data

7. Scientists and teachers hypothesize or make predictions

8. Scientists and teachers experiment

USING RESEARCH IN EDUCATION

1. Educational research is very relevant to everyday teaching practice

2. You cannot make research say anything you want to

Theories and Hypotheses

1. Educational research – used to create theories

2. Research-based theories are often used to design educational policies and practices

3. A theory is a way to explain a set of facts

4. Theories are designed to be displace by new data

Common Theories in Education.

• Theory of cognitive dissonance• Constructivist theory• Holistic learning theory• Drive reduction theory• Behavioral learning theory• Information processing theory• Levels of processing theory • Multiple intelligence theory• Triarchic theory of intelligence• Social learning theory • Situated learning theory

5. A hypothesis = an untested conjecture; it is the first part of an experiment

6. Research-based theories can be used to justify a practice or procedure for which their may not be direct research-based evidence

Paradigms

1. Paradigm = shared world view based on one or more theories

2. Paradigm = shared set of assumptions about the nature of reality

3. Paradigms that are too rigid prevent the intake of new data and stymie growth

Better Decision Makers

1. Educational research is a key factor in making sound education decisions

2. Continued staff development enables educators to continue to grow and develop

General Approaches Often Used to Make Educational Decisions

1. Personal experience or anecdotal evidence

2. One or two studies

3. Famous person

4. Tradition and folklore

5. Magic bullets and flashy new packages

6. The business model

7. Research-based theory and a synthesis of peer reviewed studies