Theories and

Practice:
Redefining the
Problem Group 3
Teacher as learner
P 103-112
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Yalin Julia

Kent Winnie
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 3. The Nature and Purpose
of Educational Research

Neutral description of
Most of educational
the wide range of
textbook opening
method and
chapter
Approach to procedures
characterizing
‘Educational Research’ Explaining the criteria
To prejudice the issue
to distinguish between
in a way favourable to
educational research
those making claim
and which is not
 So what is distinctive features
of Educational Research?
• Different forms of research are not
distinguished by their subject matter.
•
Psycology
Psycology, Sociology, Anthropology, Sociology

and Philosopy, as well as education,

may all take language as a common
Anthropology
area of enquiry.
• Research activity is something that
people do and as such is only made
intelligible by reference to the overall
purpose for which it is undertaken. Educational Research
 Schema for Clarifying the Differences between
Theoritical and Practical Activities. (Langford)
Act or Perform Action
(bringing about change) Theoritical Activities
Ex: sharpening pecils To discover truth
Result: sharp pencil Activities Ex: physic, psycology
Things that people do Action+Observation
Observe or Make grouped together in
Observation complex activities by Practical Activities
reference to oerall purpose
Finding out what is the case To Bring Change
Ex: watching John digging Ex: gardening, farming,
pencil teaching

The more general activity it self has an overall purpose and the action and observation which form
Its part are seen as part in virtue of their contribution to that purpose.
 Theoritical research talk of those research activities that share the common aim of
resolving theoritical problem in a particular way.

Similarly, educational research is not to talk of any particular subject matter or

methodological procedures, but to indicate the distinctive purpose of which this kind of
research is undertaken and which it is its avowed intention to serve.

Educational research is not theoritical research because the purpose is to change those
being educated in some desirable ways.
As consequence, educational research can not be defined by reference to the aims
appropriate to research activities concerned to resolved theoritical problem.

Practical problem are problem about what to do...

Their solution is only found in doing something. (Gauthier)