RESEARCH ARTICLE

Received: 8 January 2020 Accepted: 15 September 2020 Historical Evolution of Educational Research Published: 22 September 2020 Methodology in 1 Associate Professor of Curriculum Studies, Malayer University, Iran (Corresponding 1 2 author). Ali Nouri , Mahmoud Mehr Mohammadi , Mohamad Sharif E-mail: [email protected] 3 4 Taherpour , Ali Asghar Khallaghi 2 Professor of Curriculum Studies, Tarbiat Modares University, Iran. Abstract: This study focuses on the significant lines of development E-mail: characterizing the history of educational research methodology in Iran. A [email protected] “historical case study” employed to collect, verify, and synthesize evidence 3Assistant Professor of about the same as such appeared in the Quarterly Journal of Education. The of Education, Malayer University, Iran. results indicated that the educational research in Iran has experienced five, E-mail: distinct yet, overlapping and simultaneously operating historical moments. The [email protected] first is the pre-methodology (1919- 1985) stage, during which scholars carried 4Assistant Professor of Education, out their investigations without a distinct systematic scientific method. The Shahid Rajaee Teacher Training University, Iran. second (1985- 1994) is a period of rising quantitative approach, during which E-mail: [email protected] quantitative methods were becoming central in the education field. The third (1995- 2004) is characterized by insistence on the monopoly of quantitative,

How to cite this article during which educational and other social researchers relied primarily Nouri Ali, Mahmoud Mehr on quantitative methods and statistical inference understood as a means to test Mohammadi, Mohamad Sharif Taherpour, Ali Asghar Khallaghi. the proposed hypotheses. The fourth (2005–2014), is a replacement stage (2020). Historical Evolution of started with the wave of qualitative taking over the traditional and provoked Educational Research Methodology in Iran, The the appearance of a new hegemony. The concern for quality stage (2015-2019) International Journal of is the fifth when the threat of losing credibility and leaving a relativistic Humanities (2020) Vol. 27 (4): (21-31). impression were considered by members of the research community. It is concluded that Iran’s educational research urgently requires mobilized and http://eijh.modares.ac.ir/article- 27-39758-en.html rationalized methodological pluralism with the ultimate goal of improving on existing pedagogical practices. Downloaded from eijh.modares.ac.ir at 11:11 IRST on Friday November 13th 2020 Keywords: Educational Research; Methodology; History of Education; Methodological Pluralism.

Introduction From a general perspective, the history of “good words”, and “good deeds” education in Iran (Persia) is divided into two (Mehrmohammadi, 2014). According to the periods of pre- and post-Islamic education. The Zoroastrian religious teaching, all good Iranian (Persian) culture prior to Islam is said thoughts, words and deeds are results of to have had deep reverence and appreciation knowledge; and all ugly thoughts, words and for knowledge education, and innovation deeds are results of ignorance (Shekari- religiously influenced by a primary principle of Nayyeri, Tavousi, 2005). Hence, there were Zoroastrianism, e.g., “good conduct,” that various educational institutions emerged in could be achieved through “good thoughts”, response to the importance of knowledge and

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high value of education. The of culture and civilization began in the late 15th Gondishapur (Camp of Shapur) was founded century (Nazeri, 2004). during Sassanid dynasty (224–651 AD) in the Concurrent with the development of the reign of . It was the heir to scientific Western civilization, Iranians became and educational centers of and acquainted with the West in the 19th century Alexandria and soon became well-known for during the Qajar era to become ready for its medical studies. The library of the academy transforming various political, social, was equipped with Greek, Roman and Hindi economic and cultural fields. If we consider the books in the field of philosophy, mathematics formation of the Qajar dynasty as the and, especially and astronomy, beginning of the contemporary era in the which were translated into Farsi (Jafari Iranian history, the establishment of Dar ul- Dehaghi, 2005). According to the religious Funun institution can also be regarded as a tolerance existing at Academy of Gondishapur, turning point in the Iranian history of education Christian, Nestorian, Greek and Jewish (Fardanesh, 2009; Mosapoor, 2009; Lotfabadi, scientists were translating, and researching 2009). This institution is the first academia in together on philosophical and scientific ideas a western style in Iran established by Mirza of the East and the West (Radmanesh, 2005). Taqi Khan Amir-e Kabir (1806-1852) in 1851, Iran became an Islamic territory in the for the purpose of teaching and training experts seventh century. Submission to Islamic in different fields (Clawson and Rubin, 2005). teachings as sacred and revealed knowledge The establishment of Dar al-Funun was a worthy of trust, faithful commitment, and a turning point in the educational reform in Iran basis for interpretation and action in private that set the stepping stone of the contemporary and public spheres of life became accepted educational system (Ayman, 1974). (Mehrmohammadi, 2014). This acceptance While Haji Mirza Hasan Tabrizi (1851- could facilitate the emerging movement of 1944), known as Roshdieh, was an influential translation and scientific development founded educational reformist and among the first in the post-Islamic Iran. It was the result of the founders of new schools in Iran, Dar al-Funun influence of Islam's attention to the knowledge School, Tabriz School, Moshirieh Maktab, learning, the Muslims' familiarity with cultures Homayouni School, and military school of of their captured countries, the emergence of were established before Roshdieh in multicultural Islamic civilization, the rulers' Iran. However, all of these schools belonged to interest in knowledge, the rational the nobility and prominent state apparatus; and

Downloaded from eijh.modares.ac.ir at 11:11 IRST on Friday November 13th 2020 understanding of Islam, and the religious in fact, Roshdieh established a school for the tolerance (Ayati, 1975). Muslims spent three public (Mozaffarmagham, 2009; Mosapoor, centuries (13th to 15th centuries) translating 2009). These attempts, in turn, led to the scientific, philosophical and literary works that establishment of the in were remained from other nations. They got 1934 by integrating already existing higher this huge human heritage from six languages: education institutions such as Dar ul-Funun Arabic, Syriac, Pahlavi (Farsi), Hindi, Latin (World Bank, 2009). After the establishment of and finally, especially Greek languages. It was the Tehran University, in 1947, the University leading to the scientific and philosophical of Tabriz and then in 1949, Shiraz University influence of thinkers such as Al-Farabi, were founded. In the following years, Avicenna, Averroes, and al-Razi on the universities of Mashhad (1956), Isfahan European scientific community during 12th and (1958), (1958), Tehran Polytechnic 13th centuries (Ibid). However, the period of School of Technology (1959), and National scientific and intellectual decline of Islamic University of Iran (1959) were founded.

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From the year 1962 onward, the number of a significant role in shaping man’s cultural life. higher educational institutions increased. The future developments of this institution During the early 1970s, graduate programs in depend, to a large extent, on the cognitive were founded. The first MA and PhD abilities of educational researchers and the programs in “History and Philosophy of efficacy of their methods (Paya, 2007). By this Education” were established in the faculty of understanding, several studies have conducted education at the University of Tehran to examine the current situation of research respectively in 1973 and 1974. One year later, methodology in the Iranian educational in 1975, the second PhD program was context. For instance, Shabani Varaki (2005) established as well. Alimohamad Kradan, set out a study to examine the methodological Gholamhosein Sedighi, Gholamhosein issues of published research reports in Shokohi, Fereydon Bazergan, Hadi Sharifi, Khorasan province to provide a snapshot view and Shams Avari were the prominent names of the status of educational research behind these achievements (Sha'baani Varaki, methodology for policy makers as well as the & Mohammadi Jaabaki, 2009). interested scholars. This research revealed The Islamic Republic was founded in Iran serious problems with conducting the phase of in 1979 and Iranian universities were quantitative and qualitative methods as well as suspended for a while. New policies after the the presentation phase, including the lack of Islamic revolution had an impact on the reporting of sample size or technique used for university education system in Iran (Ashraf, sample selection in detail. Similarly, 1997). A few years later, two PhD programs Lotfabadi, Nowroozi & Hosseini (2007) have were launched to educate prospective students investigated the research methodology in “Curriculum Development” and teaching of psychology and education in Iran. “Philosophy of Education” at the Teacher This research shows that, the epistemological Training University (currently renamed to and methodological foundation of the courses Kharazmi University) (Mosapoor, 2009). and textbooks for research methods teaching in During the 1990s, PhD programs in universities is based on the positivism “Educational Psychology” and “Educational paradigm and the quantitative research Administration” were added. The M.A methods. Accordingly, the psychological and programs in “Educational Research” were also educational articles that are published in established with the efforts of Abbas Bazergan, scientific-research-based journals of a Professor of Educational Research and psychology and education are based on the

Downloaded from eijh.modares.ac.ir at 11:11 IRST on Friday November 13th 2020 Evaluation at the University of Tehran. Several positivistic philosophy of science as well as on universities expanded their post graduate quantitative methodology. The numbers of programs to accept PhDs in “Instructional teaching research method credits in Technology”, “Educational Evaluation”, psychology and education is very low and the “Economies of Education” and “Higher syllabus of teaching by the professors during Education” in the following years. Research the courses is much less than those available in methodology courses were included in these valid research-methodology textbooks. The academic programs and students were epistemological foundation behind professor’s expected to master basic knowledge and skills teaching of research methodology is also of the requirement for doing research in the field of quantitative, positivistic philosophy and no education. attention is paid to the qualitative Taken together, education, as one of the methodology. Also, the students of the most important elements in terms of cultivating research methodology course are not made human character and building civilizations, has aware of the nature of research and the

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theoretical foundations of philosophy of research themes (Khodabandelou, Aleebrahim, science in psycho-educational researches and Amoozegar & Mehran, 2019). no previous training is given to them in this Following the above attempts, this study matter. In another study, Mehrmohammadi represents an innovative effort in this direction (2007) conducted a phenomenological inquiry with a descriptive analysis of the significant to reach a clear picture of the viewpoints by the lines of development within the history of methodology instructors in the field of educational research methodology in Iran as education and psychology in Iran. In this appeared in the Quarterly Journal of research, the cases were selected from two Education (QJE). The QJE, with a leading groups of researchers in the field of history, is the oldest journal in the field of educational sciences and psychology as educational research (first published in April samples, who represent the two different 1919). The present study thus conducted to generations of researchers (preceding and describe the evolution of educational research recent). The result of this comparison shows methodology in the Iranian context based on crave toward achieving this promising result the methodological data obtained from that as time passes, not only among the recent published papers in the QJE for one century generation but also within the preceding during April 1919 to April 2019. generation methodological plurality has been Ever since 1900, when the first educational justified. In the status of belief and opinion, the publication came out in Iran, a number of researchers in the field of education and journals in this field have been published by psychology, especially the recent group the Ministry of Education of which the consider the methodological monopoly which Quarterly Journal of Education (QJE) with a underlies the legitimacy of the unique leading history is the one. Ali Asghar Hekmat scientific method of quantitative research (1925), the Minister of Education and the first finished. editor of this journal, stated "if the history of To identify the statistical errors in the Iranian modern education will be studied in the articles published in the field of Educational future, the periodicals of this aging journal will Sciences, Yadegarzadeh and Fatemi (2017) be the most authoritative source and the most showed that 39 articles out of 92 ones had at reliable reference" (p. 991). The first formal least one statistical error, and among them, issue of the journal called "Journal of there were 49 common errors. The results also Educational Principles" published in April showed that the highest frequency of errors is 1919 on monthly basis with the aim to guide

Downloaded from eijh.modares.ac.ir at 11:11 IRST on Friday November 13th 2020 related to the extracted articles out of master's teachers' practice (Vahidnia, 1971; Hekmat, theses, organizational affliction related to the 1956). The publication of the second volume , academic degree of of the journal began with the change of name the instructor, non-specialists in Educational to the "Principles of Education" from April Sciences, journals with a history of publication 1920, under the management of Aboul Hassan below 20 years and article with 3 authors. Foroughi (Minister of Education), but its Another recent bibliometric analysis on major publication was stopped after six months trends in the Iranian educational research (Vahidnia, 1971). The publication of the third literature showed that educational psychology volume began in April 1925 with the efforts in schools, technology-based research in and management of Ali Asghar Hekmat higher education, improvement in language (Minister of education), entitled "Education learning and micro view to teaching and Journal". Hekmat (1925) stated on the learning are valuable Iranian educational occasion that "the establishment of new schools, the increasing number of teachers, the

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need for the publication of useful information design that provides evidence to uncover and attention to technical issues, all the reasons patterns and processes of changes and that required the existence of such a development of specific cases, events or publication" (p. 3). This journal was published programs (Krull, 2007; Widdersheim, 2018). in two sections, the first part was devoted to The data of this study obtained from scientific and technical articles on educational methodological considerations of articles issues and literary and historical issues needed published in the QJE from April 1919 to April by specialists and teachers; the second part 2019. The special focus was given to the QJE, included official and administrative since it is the oldest journal of education in Iran information, registration of laws and (more than 100 years old) and has had utmost regulations and statistics and news about the influential on the Iranian educational research official and administrative documents related (Nouri, 2014). To achieve the research to the Ministry of Culture. This was objective, first, the researchers conducted a continuously published by the end of 1927. general search to identify all the issues The journal was understated by the Minister of published in the QJE from April 1919 to April Education and his deputy, and stopped in 1928 2019. Second, the researchers scanned all (Hekmat, 1956). The publication of the fourth articles in each issue to identify the research volume of the Education Journal began after a methodology as well as other essential 6-year hiatus in 1934. The journal regularly information such as techniques that were used published to the thirty-second volume in 1961. for data collection, sampling, and data The title of the Journal of Education was analysis. Finally, all data organized and then, changed once again to "Education Monthly", in were broken down into discrete codes based on March 1962 and published on a regular basis their connections to the research purposes. The every year until 1978, when its forty-seventh coded data consequently was sorted and volume was released in October of that year. grouped into emergent concepts and With the establishment of the Islamic Republic conclusions. of Iran, the publication of Education Monthly was stopped for several months, but its Results publication started in the forty-eighth volume The systematic analysis of the content of on March 1979 and continued for the next three articles published in the QJE revealed that months. However, the publication of the Iran’s education research methodology has journal has been reformed since 1981 by a been developed in an evolutionary trend. This

Downloaded from eijh.modares.ac.ir at 11:11 IRST on Friday November 13th 2020 change from the Education Monthly to the analysis specifically represents five periods of Quarterly Journal of Education and published developments that Iran’s educational research under the supervision of the Ministry of methodology has experienced over its unique Education (Nouri, 2014). history including: The stage of pre- methodology (1919- 1985), the rise of Research Method quantitative methods (1985- 1994), the stage of This study employed a “historical case study” paradigm purity (1995- 2004), the appearance to collect, verify, and synthesize evidence of a new hegemony (2005-2014), and, the about the history of educational research in concern for quality stage (2015-2019). The Iran. The historical case study is a research review of the methodology of papers published in the QJE since 1919 to 2019 has been summarized in Tables 1.

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Table 1. The methodology of papers published on the QJE since 1919 to 2019 Stages N NA Quantitative Qualitative Mixed Design 1919-1984 1114* 1114 0 0 0 1985-1994 229 217 11 0 0 1995-2004 172** 103 40 3 5 2005-2014 261 72 151 32 6 2015-2019 112 5 62 31 14 *. The number of published papers that have achieved in online databases and archive of academic libraries. 88**. 21 papers of this number have achieved in online databases and archive of academic libraries.

The Stage of Pre-methodology (1919- 1984) the rising of scientific research with a preferred The complete lists of published articles (48 orientation toward the quantitative tradition. volumes) during 1919 to 1984 were not available to be analyzed. Although a few of The Stage of Paradigm Purity (1995-2004) 1114 available articles were based on During 1995 -2004, a new snapshot of progress historical/narrative or comparative analysis, was seen in the research methodology of QJE none of which had employed a systematic papers towards to a more scientific, advanced research method (neither quantitative, nor and research-oriented one. An analysis of the qualitative one) to direct the process of ways of investigating educational issues from research. Indeed, all analyzed papers had been 1995 to 2004 shows that the process has structured based on the author's own drastically shifted from a sheer intuitive view interpretation of some important events or to a scientific and research-based one in the topics. Drawing on this information, it could be way to perceive the crucial educational issues. concluded that educational research in those Among the total number of 174 published days was not following a systematic scientific papers, research–based papers were increased research and thus is introduced as the “pre- from 12 to 48. There were 8 analytical papers methodology stage”. focusing on the critical place of research in education and explaining essentials of an The Rise of Quantitative Methods (1985- education grounded on scientific research. 1994) However, there was seen a little attention to During 1985-1994, from the total number of qualitative research during that time (3 papers

Downloaded from eijh.modares.ac.ir at 11:11 IRST on Friday November 13th 2020 229 published articles, only 12 used a research with qualitative method and 5 papers with methodology in their reports (the full text of 21 mixed method design). Therefore, that period articles excluded from analysis due to is described as the era of quantitative research unavailability). The research method taken by dominance, during which much attention was the majority of these studies were quantitative focused on quantitative designs and statistical evaluation methods. The rest were analytical analysis of educational processes. and descriptive reports on international/regional conferences on The Appearance of a New Hegemony (2005- education. For instance, 12 papers were 2014) dedicated to provide an introduction on the An increased interest to use qualitative nature and process of research and evaluation research in education was seen between 2005 in education. However, there was not seen and 2014, as viewed in the papers published in even one paper employing a qualitative method the QJE. A cording to the analysis of the during this time period. It is thus described as methodology of papers during this time period,

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a majority of papers (more than 70 percent of their programs. This understanding can also the total) explicitly have explained the research help educational researchers learn from past method procedures. While the quantitative policies and practices in order to improve their methodology was still dominant, there was own strengths and minimize weaknesses seen a significant increase of qualitative and disclosing areas of potential improvement mixed methods. More importantly, a special (Eisner, 1994; Wesner, 1994). In this light, the issue of the journal in 2005 was dedicated to aim of the current study was to describe and educational research methodology entitled explain the significant lines of development "Research Issues in Education" and six papers and turning points that reflect the evolution of published within this issue. These papers educational research methodology in the generally welcomed the qualitative tradition as Iranian context as such appeared in the an ignored research methodology for Quarterly Journal of Education during 1919- educational research community in Iran. In 2019. addition, 6 papers of other issues dedicated to The educational research methodology in introduce the nature and process of qualitative Iran has experienced five stages of methods. development over the last century. Each stage embraces unique theoretical methodological The Concern for Quality Stage (2015-2019) perspectives and different considerations for During this period, the danger of data collection, analysis, and representation. qualitative research methodologies falling The initial stage (1919- 1984) is called the into the fatal trap of relativism motivated stage of pre-methodology, during which researchers to pay more attention to both education scholars' investigations were qualitative and quantitative studies. These conducted without a distinct method. Drawing concerns were seen as an implicit and explicit on this finding, it could be concluded that aspect throughout the research process. research in those days has been nothing more Researchers mostly reported the than just studying the references and getting trustworthiness of qualitative analysis intuitive knowledge for accomplishing expert often presented by using terms such as tasks. In other words, accomplishing expert credibility, dependability, conformability, studies - not problem-solving through research transferability, and authenticity. More procedure- was something that exclusively importantly, there is seen several studies mattered in research. On the other hand, the published during this period which have decisions made by the policy-makers in those

Downloaded from eijh.modares.ac.ir at 11:11 IRST on Friday November 13th 2020 focused on the real problems of Iran’s days had been rarely found to be permanent education system. For instance, some and inquiry-based and to have encompassed all studies conducted to critically evaluate “the levels within the educational system national curriculum project”, as a solution for (Khallaghi, 2009). The second stage (1985- fundamental revision and transformation in the 1994) was the period that scientific method is existing educational system and curricula (The encouraged and quantitative methods were Secretariat of National Curriculum Project, becoming central in the field of education. In 2012). 1984, all activities in different units of the Ministry of Education were directed towards Discussion and Conclusion enhancing research for especially publication When educational research is viewed from a purposes (Khallaghi, 1989; 2001). In line with historical lens, it enables educators and the establishment of previous research units, policymakers to acknowledge major the Research Council of the Ministry of educational concerns and issues that exist in Education (basically supposed to be in charge

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of enhancing research in other states) was set The fifth stage (2015-2019), also known as up to widen the scope of research across the “concern for quality stage”, during which the whole country with the establishment of more threat of losing credibility and leaving a research councils in most of the states relativistic impression were highlighted by the (provinces). In addition, this period was members of the research community. For coincided with a national policy to developing instance, the syllabus of course of research and implementing a novel design in secondary methodology for B.A. in educational study education. These, in turn, clarified the training program has recently revised and necessity for doing research in order to get to equal attention dedicated to both quantitative know various issues as well as develop and qualitative approaches. The title of the appropriate and practical strategies to address course from “educational research” has the problems of education (Khallaghi, 2009). changed to “basics of qualitative and However, in spite of research growth hardly quantitative research methods” to highlight the could still be claimed that Iran’s education importance of the two approaches (Higher rested on a sound research basis (Safi, 1992). Council of Educational Planning, 2016). That The third stage (1995- 2004) is means Iranian education community is characterized by insistence on the monopoly of acknowledging an integrated state of the quantitative, preservation of “paradigm methodological pluralism, a new paradigmatic purity”. During this decade, education justification embracing both paradigms researchers as well as other social science attempted (Mehrmohammadi, 2012). This researchers rely primarily on quantitative movement has been further enhanced by the methods and statistical inference understood as establishment of nongovernmental scientific a means to test the proposed hypotheses. In associations and research and knowledge- early 2000s, the emergence of issues such as based companies in various fields (For information technology, globalization, instance, the research activities of a number of multiculturalism, and dialogue among special interest groups (SIGs) under civilizations has remarkably influenced the supervision of Iranian Curriculum Studies policy makers’ attitude towards education. The Association) (Mehrmohammadi, 2014). consequence of all these issues shifted the However, the outcomes of these policy makers’ view towards education to a advancements has no yet seen in the practice of more scientific, advanced and research- teachers and in turn in transformation of oriented one (Khallaghi, 2009). This society. In a recent study by Iranian scholars

Downloaded from eijh.modares.ac.ir at 11:11 IRST on Friday November 13th 2020 orientation may supported the use of (Nouri & Etemadizadeh, 2018) showed that quantitative methods as the most reliable teachers' inadequate understanding of the scientific methods. The fourth stage (2005– nature and process of educational research and 2014), is the time that qualitative approach is their lack of motivation and interest are among first introduced and gradually directs the main factors preventing teachers involved educational research community towards the in research activities and studying the results of relaxation of traditional research standard studies. Based on the findings, it is suggested advocating pragmatic justification. This stage that teachers should be trained in educational was the emotional encounter or replacement research in order to be able to understand and stage started with the wave of qualitative develop their own research and contribute to taking over the traditional and started the create useful and evidence-based knowledge. appearance of a new hegemony There is an urgent need to encourage education (Mehrmohammadi, 2012). researchers to dedicate a section of their paper

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on ethical considerations and trustworthiness academic context or otherwise. There is a need of findings. to examine if methodological choices have It is concluded that, a methodological placed limitations upon choices of research pluralism orientation is an essential contributor topics. To illustrate, a researcher who is firmly towards utilizing of educational research in attached to purely quantitative methodologies proposing solutions, and mapping out how that are appropriate for investigating topics in those solutions may be devised, how they may student learning, for example, may not be able impact upon all those affected, and how the to adapt readily to topics that may be less efficacy of the solutions may be evaluated. It amenable to quantitative approaches. In the requires problem-based research in the other words, whether the colloquial term complex context of practice, involving "methodological straitjacket" have relevance? methodological pluralism, both quantitative There is also a need to identify the factors and qualitative analyses, with the goal of influencing on the evolution of educational improving pedagogy (Tashakkori and Teddlie, research methodologies and to identify the 2003; Johnson & Onwuegbuzie, 2004). contributions of key drivers (governments and It should be note that there are a variety of politicians, universities, professional societies, professional journals in education that need to journal editors, and others) for the evolution of be analyzed carefully through systematic educational research methodologies. inquires and the results compared with the findings of the present study. Among these is References the Journal of Psychology and Educational [1] Ashraf, A., (1997). General survey of modern education, Encyclopedia Iranica, Online Edition. Sciences which published by University of Available at Tehran since 1970 and unfortunately stopped http://www.iranicaonline.org/articles/education-vii- in 2012. The Journal of Educational Sciences general-survey-of-modern-education (Accessed 24 is another scientific-research journal in the March 2013). field of educational sciences in the country [2] Ayati, A.M., (1975). ‘Translation Movement’. Education Monthly, 44 (4), 228-236. which has been published by Shahid Chamran [3] Ayman, I., (1974). Educational Innovation in Iran. University of Ahvaz since 1972. This journal The UNESCO Press, Paris, France. publishes articles containing the results of [4] Clawson, P. & Rubin, M., (2005). Eternal Iran fundamental, applied and developmental Continuity and Chaos. Palgrave Macmillan, UK. research in the field of educational sciences. [5] Eisner, E.W., (1994). The Educational Imagination (3rd Edition). Macmillan College Publishing Company: There have been conducted a few studies in New York. Downloaded from eijh.modares.ac.ir at 11:11 IRST on Friday November 13th 2020 other nations to investigate the historical [6] Fardanesh, H., (2009). ‘Theoretical and Practical evolution in educational research Developments of Instructional Technology in Iran in the methodology. Most notably, in the context of Past Century’. Quarterly Journal of Education, 24 (4), South Korea, Young Chun Kim, and Professor 51- 82. [7] Yadegarzadeh, G. & Fatemi, A., (2017). ‘Evaluation of Education at Chinju National University of Educational Scientific Articles with the Purpose of using an autobiographical inquiry describes the Identifying Common Statistical Errors’. Journal of five tales on perceptions on qualitative Instruction and Evaluation, 11(41), 135-154. research in the South Korea. These five tales [8] Hekmat, A.A., (1956). ‘Memories of the History of are as follows: (a) dangerous practice, (b) the Journal of Education’. Education Monthly, 27(4), 991-997. painful practice, (c) horrifying practice, (d) [9] Higher Council of Educational Planning. (2016). The educative practice, and (e) brave practice Curriculum for B.A in Education Studies. Iran Ministry (Kim, 2003). Future studies needed to explore of Research Science and Technology. whether the stages identified in our study must [10] Jafari Dehaghi, M., (2005). ‘Establishing Iranian be interpreted as being unique to the Iranian Scientific Schools during the Ancient Time and its Impact on the Transfer of Iranian Culture and

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ﺳﯿﺮ ﺗﮑﺎﻣﻠﯽ روش ﺷﻨﺎﺳﯽ ﭘﮋوﻫﺶ ﺗﺮﺑﯿﺘﯽ در اﯾﺮان

تاریخ دریافت: 1398/10/18 1 2 3 4 تاریخ پذیرش: 20/6/1399 علی نوری ، محمود مهرمحمدی ، محمدشریف طاهرپور ، علیاصغر خالقی تاریخ انتشار: 1399/7/1 چکیده: این مطالعه با استفاده از روش مطالعه موردی تاریخی به توصیف سیر تحوالت روششناسی 1 دانشیار برنامهریزی درسی، دانشکده ادبیات و علوم انسانی، دانشگاه مالیر، پژوهش تربیتی در ایران، با توجه به روند روششناختی مقالههای منتشرشده در فصلنامه تعلیم و همدان، ایران )نویسندۀ مسئول(. تربیت در طول یکصد سال گذشته میپردازد. نتایج حاکی از آن است که پژوهش تربیتی در ایران پنج E-mail: [email protected] مرحله تاریخی متمایز و درعینحال مرتبط به هم تجربه نموده است. مرحله نخست )1919 تا 2 استاد برنامهریزی درسی، دانشکده 1984(، با عنوان »پیشروششناسی« به دورهای اشاره دارد که طی آن اغلب مطالعات تربیتی بدون ادبیات و علوم انسانی، دانشگاه تربیت پیروی از روششناسی مشخص انجام شدهاند. مرحله دوم )1985تا 1994(، با عنوان »ظهور رویکرد مدرس، تهران، ایران E-mail: [email protected] کمی« معرف دورهای است که طی آن استفاده از روشهای کمی مورد استقبال واقع شده است. مرحله

3 سوم )1995 تا 2004(، که »حاکمیت رویکرد کمی« نام گرفته و در این برهه تاریخی پژوهشگران استادیار فلسفه آموزش، دانشگاه مالیر، همدان، ایران تربیتی با اتکای به روشهای کمی و استنتاج آماری به آزمایش فرضیههای پژوهشی متوسل شدهاند. E-mail: [email protected] مرحله چهارم )2005 تا 2015(، با عنوان مرحله »اشاعه رویکرد کیفی« یا مرحله جایگزینی اشاره

4 استادیار برنامهریزی درسی، دانشگاه به دورهای دارد که با موج استقبال شدید از سنت کیفی آغاز شده و به برتری آن بر رویکرد کمی تأکید تربیت دبیر شهید رجایی، تهران، ایران E-mail: [email protected] گردیده است. مرحله پنجم )2015 تا 2019(، با عنوان »دغدغه کیفیت« معرفی شده است که اخیرا بهخاطر تشدید نگرانیها درباره غلبه تصور نسبیگرایانه توسط اعضای جامعه پژوهش تربیتی ظهور نموده است. براساس یافتههای این پژوهش، پیشنهاد میشود که در آینده، پژوهشگران تربیتی در چارچوب کثرتگرایی روششناختی و با اتکاء به روشهای متعدد پژوهش توجه بیشتری بر بهبود . مسائل واقعی یادگیری و آموزش معطوف کنند Downloaded from eijh.modares.ac.ir at 11:11 IRST on Friday November 13th 2020

واژههای کلیدی: تحقیقات آموزشی، روششناسی، تاریخچه آموزش، کثرتگرایی روششناختی.