DOCSLIB.ORG

Social Research Methods: Qualitative and Quantitative Approaches W

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Social Research Methods: Qualitative and Quantitative Approaches W Social Research Methods: Qualitative and Quantitative Approaches W. Lawrence Neuman Seventh Edition ISBN 10: 1-292-02023-7 ISBN 13: 978-1-292-02023-5 Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsoned.co.uk © Pearson Education Limited 2014 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the prior written permission of the publisher or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS. All trademarks used herein are the property of their respective owners. The use of any trademark in this text does not vest in the author or publisher any trademark ownership rights in such trademarks, nor does the use of such trademarks imply any affi liation with or endorsement of this book by such owners. ISBN 10: 1-292-02023-7 ISBN 13: 978-1-292-02023-5 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Printed in the United States of America 1251652012452813153673934312555911 PEARSON C U S T OM LIBRAR Y Table of Contents 1. Why Do Research? W. Lawrence Neuman 1 2. What Are the Major Types of Social Research? W. Lawrence Neuman 25 3. Theory and Research W. Lawrence Neuman 55 4. The Meanings of Methodology W. Lawrence Neuman 91 5. How to Review the Literature Review and Conduct Ethical Studies W. Lawrence Neuman 125 6. Strategies of Research Design W. Lawrence Neuman 165 7. Qualitative and Quantitative Measurement W. Lawrence Neuman 201 8. Qualitative and Quantitative Sampling W. Lawrence Neuman 245 9. Experimental Research W. Lawrence Neuman 281 10. Survey Research W. Lawrence Neuman 315 11. Nonreactive Research and Secondary Analysis W. Lawrence Neuman 367 12. Analysis of Quantitative Data W. Lawrence Neuman 393 13. Field Research and Focus Group Research W. Lawrence Neuman 431 I 477513547587 14. Analysis of Qualitative Data W. Lawrence Neuman 477 15. Writing the Research Report and the Politics of Social Research W. Lawrence Neuman 513 16. Bibliography W. Lawrence Neuman 547 Index 587 II Why Do Research? Alternatives to Social Science Research Steps in the Research Process What Research Involves—A Scientific Why Learn How to Conduct Social Approach Research? Varieties of Social Research Conclusion The sociologist, then, is someone concerned with understanding society in a disciplined way. The nature of this discipline is scientific. This means that what the sociologist finds and says about the social phenomena he studies occurs within a certain rather strictly defined frame of reference. —Peter Berger, An Invitation to Sociology, p. 16 I wrote this text to help you learn about how social ers, managers, administrators, officials, service scientists do research and so you can conduct your providers, health care professionals, and others use own studies. I consider two main issues in this chap- its findings and principles. They use them to raise ter: why you should learn about doing social re- children, reduce crime, manage health concerns, search and the basics of what social science research sell products or services, digest news events, and so is all about. forth. There is little doubt about the importance and Social science research is pervasive, and it af- centrality of social science research. Despite scat- fects your daily life as well as that of your family, tered criticism to the contrary, research is highly rel- friends, neighbors, and co-workers. Findings from evant for understanding social life generally and to social science studies appear on broadcast news pro- the decisions you make each day. grams, in magazines and newspapers, and on many To see the practical relevance of social research, Web sites and blogs. They cover dozens of topics let us consider a couple raising a three-year-old and fields: law and public safety, schooling, health child. One study (Wrigley and Derby, 2005) found care, personal and family relations, political issues, that paid child care is quite safe but also discovered and business activities as well as international and striking differences in fatality rates across various social trends. We use the knowledge and principles types of care. Center-based care is far safer than of social science research, directly or indirectly, as care provided in private homes. Another study we engage in relationships with family, friends, and (Bridges et al., 2007) showed that center-based co-workers, participate in community life or public care significantly raises a child’s reading and policy, and make daily decisions in business, pro- math scores, but it has a negative effect on socio- fessional life, and health care. Social research is not behavioral measures (e.g., the child exhibits less just for college classrooms and professors; high cooperation, more aggression). Children who start school teachers, parents, business owners, advertis- at ages two to three get the largest benefit rather From Chapter 1 of Social Research Methods: Qualitative and Quantitative Approaches, 7/e. W. Lawrence Neuman. Copyright © 2011 by Pearson Education. Published by Allyn & Bacon. All rights reserved. 1 WHY DO RESEARCH? than younger or older children. Active parental Reading and doing social research can be ex- involvement with a child lessens any negative be- citing: It is a process of discovery in which we learn havioral consequences from child care. Another many new things. Doing social science research re- study (Love et al., 2003) showed that child care quires persistence, personal integrity, tolerance for centers vary widely in quality. Quality of care ambiguity, interaction with others, and pride in makes a bigger difference than amount of time in doing top-quality work. It also requires logical care or whether parents or a care center is provid- thinking, carefully following rules, and repeating ing the care. Another study (Sosinsky, Lord, and steps over and again. In the research process, we Zigler, 2007) learned that care center quality was join theories or ideas with facts in a systematic way. generally higher in nonprofit, nonreligiously affil- We also use our creativity. To conduct a study, we iated centers than other types. Based on these find- must organize and plan. We need to select research ings, a couple may decide to look for a specific type methods appropriate to a specific question. We must of child care center, devote time to checking into always treat the study participants in an ethical or the quality of care it offers, and make special ef- moral way. In addition, we need to communicate to forts to encourage their child’s social skill devel- others how we conducted a study and what we opment. The studies are not only relevant for learned from it. specific parents but also have implications for pub- In this chapter, we consider some alternatives lic policy and how a community addresses child to social science research and why research is pre- care issues. ferred. We next examine how the enterprise of sci- Social science research yields valuable infor- entific research works, including the steps in doing mation and expands our understanding, but it is not a research study and types of social science studies. 100 percent foolproof. It does not guarantee perfect results every time or offer “absolute truth.” This may be why some people distrust research-based knowl- ALTERNATIVES TO SOCIAL edge or why some people, including a few media SCIENCE RESEARCH commentators, even ridicule professional re- In this section, we look at four commonly used searchers and study results. Despite some derision, alternatives to social science research that many in a head-to-head comparison with the alternative people rely on to acquire knowledge and make ways we can learn about the world and make deci- decisions: sions, research readily wins hands-down. This is why professionals, educated people, and respon- Personal experience and common sense sible leaders consistently turn to the methods, prin- Experts and authorities ciples, and findings of social research when they Popular and media messages want to learn more or make important decisions. Ideological beliefs and values This text considers both the methodology and methods of social science research. The terms may Knowledge from Personal Experience seem to be synonyms, but methodology is broader and Common Sense and envelops methods. Methodology means under- standing the entire research process—including its If something happens to us, if we personally see it social-organizational context, philosophical as- or experience it, we probably accept it as true. Per- sumptions, ethical principles, and the political im- sonal experience or “seeing is believing” is a pow- pact of new knowledge from the research enterprise. erful type of knowledge. Unfortunately, it can also Methods refer to the collection of specific tech- lead us astray. Something similar to an optical illu- niques we use in a study to select cases, measure sion or mirage can occur. What appears to be true and observe social life, gather and refine data, ana- actually is due to an illusion, yet the power of im- lyze data, and report on results. The two are closely mediacy and direct personal contact is so strong that linked and interdependent. we easily fall for illusions without even realizing it. 2 WHY DO RESEARCH? This is why many people insist on believing what EXPANSION BOX they personally experience rather than what they 1 What We Think We Will Do and learn by reading a carefully conducted research What We Actually Do study that was designed to avoid the errors of per- sonal experience.
Load more

Recommended publications
  • Nietzsche's Nonobjectivity on Planck's Quanta
    Bellarmine University ScholarWorks@Bellarmine Undergraduate Theses Undergraduate Works 5-17-2019 Phantoms in Science: Nietzsche's Nonobjectivity on Planck's Quanta Donald Richard Dickerson III Bellarmine University, [email protected] Follow this and additional works at: https://scholarworks.bellarmine.edu/ugrad_theses Part of the Chemistry Commons, Philosophy of Science Commons, and the Quantum Physics Commons Recommended Citation Dickerson, Donald Richard III, "Phantoms in Science: Nietzsche's Nonobjectivity on Planck's Quanta" (2019). Undergraduate Theses. 41. https://scholarworks.bellarmine.edu/ugrad_theses/41 This Honors Thesis is brought to you for free and open access by the Undergraduate Works at ScholarWorks@Bellarmine. It has been accepted for inclusion in Undergraduate Theses by an authorized administrator of ScholarWorks@Bellarmine. For more information, please contact [email protected], [email protected]. ¬¬PHANTOMS IN SCIENCE: NIETZSCHE’S NONOBJECTIVITY ON PLANCK’S QUANTA Honors Thesis Abstract What does Maxwell Planck's concept of phantomness suggest about the epistemological basis of science and how might a Nietzschean critique reveal solution to the weaknesses revealed? With his solution to Kirchoff's equation, Maxwell Planck launched the paradigm of quantum physics. This same solution undermined much of current understandings of science versus pseudoscience. Using Nietzsche's perspectivism and other philosophical critiques, Planck's answer to blackbody radiation is used to highlight the troubles with phantom problems in science and how to try to direct science towards a more holistic and complete scientific approach. D. Richard Dickerson III [email protected] 1 PHANTOMS IN SCIENCE: NIETZSCHE’S NONOBJECTIVITY ON PLANCK’S QUANTA INTRODUCTION The current understanding of science relies on stark contrasts between physics and metaphysics.
    [Show full text]
  • Preparing for Research: Metatheoretical Considerations
    Chapter 3 In Chapter 2 a distinction was made between international and comparative librarianship and the scope of these two fields was outlined. In a sense we were running a little ahead of our material, since any such delimitation rests on certain Preparing for research: metatheoretical basic assumptions. These assumptions, of which we may or may not be aware, can be broadly labeled metatheoretical. They underlie methodological decisions and considerations the design and selection of research methods and techniques for specific projects. Such assumptions do not apply only to research, but are also worth bringing to the Outline surface in the context of international activities and relations in LIS. International initiatives that are undertaken without reflection on the assumptions held by the Metatheory, methodology and method partners risk unanticipated difficulties. Wertheimer (2009) recently illustrated this Metatheories in a discussion of the influence of North American educators on LIS education in Positivism Asia and pointed out that a critical understanding of library contexts in other Postpositivism countries is necessary. Interpretivism Multiple metatheories In this chapter1, the main emphasis is on the assumptions underlying research in The sociological dimension comparative librarianship. To a somewhat lesser extent they are also relevant to Disciplinary and paradigmatic influences Ethnocentricity research and professional practice in international librarianship. Extensive use is Language made here of literature from other comparative fields, especially comparative Multinational research education, which was a major early influence on comparative librarianship. The teleological dimension Positivism and postpositivism Interpretivism Metatheory, methodology and method Applied research The ontological dimension Hjørland (2005b:5) defines metatheories as “...theories about the description, Ontological stances investigation, analysis or criticism of the theories in a domain.
    [Show full text]
  • Postpositivism and Accounting Research : a (Personal) Primer on Critical Realism
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Research Online Australasian Accounting, Business and Finance Journal Volume 4 Issue 4 Australasian Accounting Business and Article 2 Finance Journal 2010 Postpositivism and Accounting Research : A (Personal) Primer on Critical Realism Jayne Bisman Charles Sturt University, [email protected] Follow this and additional works at: https://ro.uow.edu.au/aabfj Copyright ©2010 Australasian Accounting Business and Finance Journal and Authors. Recommended Citation Bisman, Jayne, Postpositivism and Accounting Research : A (Personal) Primer on Critical Realism, Australasian Accounting, Business and Finance Journal, 4(4), 2010, 3-25. Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] Postpositivism and Accounting Research : A (Personal) Primer on Critical Realism Abstract This paper presents an overview and primer on the postpositivist philosophy of critical realism. The examination of this research paradigm commences with the identification of the underlying motivations that prompted a personal exploration of critical realism. A brief review of ontology, epistemology and methodology and the research philosophies and methods popularly applied in accounting is then provided. The meta-theoretical basis of critical realism and the ontological and epistemological assumptions that go towards establishing the ‘truth’ and validity criteria underpinning this paradigm are detailed, and the relevance and potential applications of critical realism to accounting research are also discussed. The purpose of this discussion is to make a call to diversify the approaches to accounting research, and – specifically – ot assist researchers to realise the potential for postpositivist multiple method research designs in accounting.
    [Show full text]
  • Chapter 1 Major Research Paradigms
    Chapter 1 Major research paradigms Introduction The primary purpose of this text is to provide an overview of the research process and a guide to the options available to any researcher wishing to engage in that process. It has been said that too much time spent engaging in the ‘higher’ philosophical debate surrounding research limits the amount of actual research that gets done. All researchers have their work to do and ultimately it is the ‘doing’ that counts, but the debate is a fascinating one and it would be very remiss not to provide you with some level of intro- duction to it. If you find yourself reading this chapter and thinking ‘so what?’, take some time to examine the implications of a paradigm on the research process. What follows is a very brief discussion of the major research paradigms in the fields of information, communication and related disciplines. We are going to take a tour of three research paradigms: positivism, postpositivism and interpretivism. I had considered revising this for this edition but after extensive investigation into the developing discourse, I have decided that my basic belief has not been altered by these debates. There are those that lament the absence of a fourth par- adigm which covers the mixed-methods approach from this text, namely pragmatism, but try as I might I can find no philosophical underpinning for pragmatism that is not already argued within a postpositive axiology. For some this will be too much, for oth- ers too little. Those of you who want more can follow the leads at the end of the chapter; those of you who want less, please bear with me for the brief tour of the major research traditions of our dis cipline.
    [Show full text]
  • Introduction to Positivism, Interpretivism and Critical Theory
    Open Research Online The Open University’s repository of research publications and other research outputs Introduction to positivism, interpretivism and critical theory Journal Item How to cite: Ryan, Gemma (2018). Introduction to positivism, interpretivism and critical theory. Nurse Researcher, 25(4) pp. 41–49. For guidance on citations see FAQs. c [not recorded] https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Accepted Manuscript Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.7748/nr.2018.e1466 Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk Introduction to positivist, interpretivism & critical theory Abstract Background There are three commonly known philosophical research paradigms used to guide research methods and analysis: positivism, interpretivism and critical theory. Being able to justify the decision to adopt or reject a philosophy should be part of the basis of research. It is therefore important to understand these paradigms, their origins and principles, and to decide which is appropriate for a study and inform its design, methodology and analysis. Aim To help those new to research philosophy by explaining positivism, interpretivism and critical theory. Discussion Positivism resulted from foundationalism and empiricism; positivists value objectivity and proving or disproving hypotheses. Interpretivism is in direct opposition to positivism; it originated from principles developed by Kant and values subjectivity. Critical theory originated in the Frankfurt School and considers the wider oppressive nature of politics or societal influences, and often includes feminist research.
    [Show full text]
  • Issue Positivism Postpositivism Critical Theory Constructivism Participatory
    Issue Positivism Postpositivism Critical Theory Constructivism Participatory Ontology: dealing Naive realism - Critical realism - Historical realism - Relativism - local Participative reality - with the nature of "real" reality but "real" reality but only virtual reality shaped and specific co- subjective-objective being apprehendible imperfectly and by social, political, constructed realities reality, co-created by probabilistically cultural, economic, mind and given REALIST: Reality apprehensible ethnic, and gender RELATIVIST: There cosmos exists independent of values; crystallized exists multiple, observer's over time socially constructed perceptions and realities ungoverned operates according by natural laws -- to immutable natural causal or otherwise. laws that often take cause/effect form. TRUTH is defined as consensus TRUTH is defined as construction of the that set of combined quantity statements that and quality of info accurately describe that provided the reality. most powerful understanding that leads to action. Epistemology: Dualist/objectivist Modified Transactional/ Transactional/ Critical subjectivity dealing with the (Knowledge is a dualist/objectivist; subjectivist subjectivist; co- in participatory nature of knowledge, phenomenon that critical (Knowledge is created findings transaction with its presuppositions, exists external to the tradition/community; created by inquiry cosmos; extended foundations, extent observer; the findings probably through a dynamic epistemology of and validity observer maintains a true interaction
    [Show full text]
  • Pragmatism As a Research Paradigm and Its Implications for Social Work Research
    social sciences $€ £ ¥ Article Pragmatism as a Research Paradigm and Its Implications for Social Work Research Vibha Kaushik * and Christine A. Walsh Faculty of Social Work, University of Calgary, Calgary, AB T2N 1N4, Canada * Correspondence: [email protected] Received: 18 July 2019; Accepted: 3 September 2019; Published: 6 September 2019 Abstract: Debates around the issues of knowledge of, and for, social work and other social justice–oriented professions are not uncommon. More prevalent are the discussions around the ways by which social work knowledge is obtained. In recent years, social work scholars have drawn on the epistemology of pragmatism to present a case for its value in the creation of knowledge for social work and other social justice–oriented professions. The primary focus of this essay is on providing a critical review and synthesis of the literature regarding pragmatism as a research paradigm. In this essay, we analyze the major philosophical underpinnings and methodological challenges associated with pragmatism, synthesize the works of scholars who have contributed to the understanding of pragmatism as a research paradigm, articulate our thoughts about how pragmatism fits within social work research, and illustrate how it is linked to the pursuit of social justice. This article brings together a variety of perspectives to argue that pragmatism has the potential to closely engage and empower marginalized and oppressed communities and provide hard evidence for the macro level discourse. Keywords: pragmatism; pragmatic research; social justice research; social work research 1. Introduction In social research, the term “paradigm” is used to refer to the philosophical assumptions or to the basic set of beliefs that guide the actions and define the worldview of the researcher (Lincoln et al.
    [Show full text]
  • Logical Empiricism
    Logical Empiricism HISTORICAL CONTEMPORARY PERSPECTIVES Edited by Paolo Parrini, University ofFlorence Wesley C. Salmon, University ofPittsburgh Merrilee H. Salmon, University of Pittsburgh UNIVERSITY OF PITTSBURGH PRESS This book is dedicated to the memory of Wesley C . Salmon 1925-2001 Published by the University of Pittsburgh Press, Pittsburgh, P&, 15260 Copyright ® 2003, University of Pittsburgh Press All rights reserved Manufactured in the United States of America Printed on add-free paper 10987654321 ISBN 0 - 8n9- 4194-5 Contents Preface Introduction r Paolo Parrini and Wesley Salmon I. Turning Points and Fundamental Controversies rt A Turning Point in Philosophy : Carnap-Cassirer-Heidegger 13 Michael Friedman Carnap's "Elimination of Metaphysics through Logical Analysis of Language" : A Retrospective Consideration of the Relationship between Continental and Analytic Philosophy 30 Gottfried Gabriel Schlick and Husserl on the Essence of Knowledge 43 Roberta Lanfredini Carnap versus Gbdel on Syntax and Tolerance 57 S. Awodey and A. W Carus II. On the Origins and Development of the Vienna Circle 65 On the Austrian Roots of Logical Empiricism: The Case of the First Vienna Circle 67 Thomas Uebel On the International Encyclopedia, the Neurath-Carnap Disputes, and the Second World War 94 George Reisch Carl Gustav Hempel : Pragmatic Empiricist log Gereon Wolters III. The Riddle of Wittgenstein 123 The Methods of the Tractatus: Beyond Positivism and Metaphysics? 125 David G. Stern IV Philosophy of Physics 157 Two Roads from Kant : Cassirer, Reichenbach, and General Relativity ' 159 T A. Ryckman Vienna Indeterminism II : From Exner to Frank and von Mises 194 'Michael Stoltzner V. The Mind-Body Problem 231 The Mind-Body Problem in the Origin of Logical Empiricism : Herbert Feigl and Psychophysical Parallelism 233 Michael Heidelberger Logical Positivism and the Mind-Body Problem 263 Jaegwon Kim VI.
    [Show full text]
  • The Redundancy of Positivism As a Paradigm for Nursing Research
    Title Page Journal: Nursing Philosophy Title: The Redundancy of Positivism as a Paradigm for Nursing Research Running Title: The Redundancy of Positivism Authors: Margarita Corry, School of Nursing and Midwifery, Trinity College Dublin, Ireland. Sam Porter, Department of Social Sciences and Social Work, Bournemouth University, England (corresponding author: [email protected], (0044) 1202 964107). Hugh McKenna, Institute of Nursing and Health Research, Ulster University, Northern Ireland. No acknowledgements. No conflicts of interest to report. No funding attained. Title The Redundancy of Positivism as a Paradigm for Nursing Research. ABSTRACT New nursing researchers are faced with a smorgasbord of competing methodologies. Sometimes they are encouraged to adopt the research paradigms beloved of their senior colleagues. This is a problem if those paradigms are no longer of contemporary methodological relevance. The aim of this paper is to provide clarity about current research paradigms. It seeks to interrogate the continuing viability of positivism as a guiding paradigm for nursing research. It does this by critically analysing the methodological literature. Five major paradigms are addressed: the positivist; the interpretivist / constructivist; the transformative; the realist; and the postpositivist. Acceptance of interpretivist, transformative or realist approaches necessarily entails wholesale rejection of positivism, while acceptance of postpositivism involves its partial rejection. Postpositivism has superseded positivism
    [Show full text]
  • And International Relations Scholarship: from Applied Reflexivity to Reflexivism
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Apollo THE “PROBLEM OF VALUES” AND INTERNATIONAL RELATIONS SCHOLARSHIP: FROM APPLIED REFLEXIVITY TO REFLEXIVISM Inanna Hamati-Ataya International Studies Review 13(2): 259-287. 2011. Abstract In light of recent discussions of cognitive and ethical dilemmas related to International Relations (IR) scholarship, this paper proposes to engage the “problem of values” in IR as a composite question whose cognitive treatment requires the objectivation of the more profoundly institutional and social processes that subtend its emergence and evolution within the discipline. This analysis is hereby offered as an exercise in reflexive scholarship. Insofar as the question of values constitutes a defining cognitive and moral concern for reflexive knowledge itself, the paper also points to the need for its reformulation within an epistemic framework that is capable of moving beyond reflexivity to Reflexivism proper, understood as a systematic socio-cognitive practice of reflexivity. INTRODUCTION International Relations (IR) scholarship finds itself today in a situation that is reminiscent of the one in which Max Weber (2004[1918/1919]) found the German academy a century ago, with no clear standards for the definition of the scholar’s relationship to the public sphere, and of scholarship’s social and moral role∗. The International Studies Association’s (ISA) 2007 Annual Meeting, which called on the IR community to reflect on issues of “political involvement,” “scientific detachment,” “moral responsibility,” and “ethical standards” (Tickner and Tsygankov 2008:661) is the institutional manifestation of this current state of affairs, which has recently been questioned or rejected by scholars promoting a more “reflexive” engagement with the commitments that underlie or result from IR’s objectivation of world politics (Smith 2002 and 2004; Agathangelou and Ling 2004; Widmaier 2004; Tickner 2006; Lynch 2008; Ackerly and True 2008; Ish-Shalom 2008).
    [Show full text]
  • THREE COMPONENTS INVOLVED in a DESIGN Philosophical Worldviews
    01-Creswell (RD)-45593:01-Creswell (RD)-45593.qxd 6/20/2008 4:36 PM Page 5 The Selection of a Research Design 5 THREE COMPONENTS INVOLVED IN A DESIGN Two important components in each definition are that the approach to research involves philosophical assumptions as well as distinct methods or procedures. Research design, which I refer to as the plan or proposal to conduct research, involves the intersection of philosophy, strategies of inquiry, and specific methods. A framework that I use to explain the inter- action of these three components is seen in Figure 1.1. To reiterate, in planning a study, researchers need to think through the philosophical worldview assumptions that they bring to the study, the strategy of inquiry that is related to this worldview, and the specific methods or procedures of research that translate the approach into practice. Philosophical Worldviews Although philosophical ideas remain largely hidden in research (Slife & Williams, 1995), they still influence the practice of research and need to be identified. I suggest that individuals preparing a research proposal or plan make explicit the larger philosophical ideas they espouse. This information will help explain why they chose qualitative, quantitative, or mixed methods Selected Strategies of Inquiry Philosophical Qualitative strategies Worldviews (e.g., ethnography) Postpositive Quantitative strategies Social construction (e.g., experiments) Advocacy/participatory Mixed methods startegies Pragmatic (e.g., sequential) Research Designs Qualitative Quantitative Mixed methods Research Methods Questions Data collection Data analysis Interpretation Write-up Validation Figure 1.1 A Framework for Design—The Interconnection of Worldviews, Strategies of Inquiry, and Research Methods 01-Creswell (RD)-45593:01-Creswell (RD)-45593.qxd 6/20/2008 4:36 PM Page 6 6 Preliminary Considerations approaches for their research.
    [Show full text]
  • CCNM17-112 Philosophy of Science Course Description Aim of The
    CCNM17-112 Philosophy of Science Course Description Aim of the course Aim of the course: Learning outcome, competences knowledge: broad theoretical knowledge in Philosophy of Science attitude: comprehensive theoretical interest skills: comprehensive methodological knowledge ability to test theoretical questions and for relevant hypotheses Content of the course Topics of the course I. Scientific inquiry: invention and test (Introductory examples for hypotheses, explanations, tests etc.) II. The test of a hypothesis (Experimental and crucial tests. Auxiliary and ad hoc hypotheses.) III. Observation and theory (The Baconian model of science. Novum Organum. Inductive reasoning. Nature and experiment. Observation and experiment. The decuctive-nomological model of explanation. Underdetermination of theories by facts. Observer influence in the various sciences.) IV. Positivism (The British Empiricists. Comte and origins of positivism. Mach and empiriocriticism. The Vienna Circle. The fall of positivism: protocol sentences, justification, demarcation. Problems of induction. Fallibilism.) V. Postpositivism (The cumulative view of XIX. century. Kuhn and scientific revolutions. Paradigms and normal science. Incommensurability. Lakatos and the methodology of scientific research programs. Feyerabend and the problem of development. Evolutionary models of knowledge.) VI. Introduction to sociology of science (Ethnometodology in the lab. The Strong Program in the Sociology of Knowledge. The Empirical Program of Relativism. The social constructivism.) VII. Summary and outlook Learning activities, learning methods: Lectures and interactive discussions Evaluation of outcomes Learning requirements, mode of evaluation, criteria of evaluation: requirements Reliable basic knowledge in the domain of Philosophy of Science mode of evaluation: oral exam criteria of evaluation: Reading list Compulsory reading list F. Bacon: Novum Organum – extracts W. O. Quine: Two Dogmas of Empiricism.
    [Show full text]