Philosophical and methodological bases of pedagogical research

• Autorzy: Polakova E.
• Języki publikacji: EN

Abstrakty

EN

Currently, according to the terms of acceptance of scientific pluralism and also in pedagogy, theories based on different philosophical foundations are applied -from the uniquely humanistic, student-oriented, to the behavioural and techno-cyber ones, orientated towards the efficiency of education. The most confident is the “golden mean” that allows the application of scientific and phenomenological approaches in a complementary manner. A teacher should have an overview of broader philosophical and methodological contexts relating to the subject of research

• Wydawca: -
• Czasopismo: World Scientific News
• Rocznik: 2016
• Tom: 57 Special Volume
• Opis fizyczny: p.332-341,ref.

Twórcy

autor

Polakova E.

• Faculty of Education, Matej Bel University Banska Bystrica,13 Ruzova Str., SK 974 11 Banska Bystrica, Slovakia

Bibliografia

• [1] O. Jelínek. Postmodernizmus aexatní vědy. In Věda kontra iracionalita 2,(2002).Praha, Academia, p. 9-23, ISBN 80-200-1020-3.
• [2] K.R. Popper. Logika vědeckého bádání, (1997). Praha, Oikoymenh.
• [3] G. Salomon. Transcending the qualitative-quantitative debate: The analytic and systemic approaches to educational research. Educ. Res. 20(6) (1991) 10-18.
• [4] E. Poláková, E.& L. Spálová. Vybrané problémy metodológie masmediálnych štúdií, (2009). Trnava, FMK UCM, ISBN 978-80-8105-133-3.
• [5] J. Průcha, Modernípredagogika, (2009). Praha, Portál, ISBN 978-80-7367-503-5.
• [6] Š. Švec et al. Metodológia vied o výchove, (1998). Bratislava, IRIS. ISBN8088778735.
• [7] A. Bryman. Integrating quantitative and qualitative research: how is it done? Qualitative Research6 (2006) 97-113.
• [8] B.Johnson & L.Christensen: Educational research: Quantitative and qualitative approaches, (2000). Needham Heights, MA, US: Allyn & Bacon Educational research.
• [9] Douglas M. Windham. Effectivenessindicators in the economic analysis of educational activities. International Journal of Educational Research 12(6) (1988) 575-665.
• [10] N. K. Denzin & Y. S. Lincoln. The SAGE Handbook of Qualitative Research 3rd Edition. pp. 1-32,( 2005). Thousand Oaks, CA: Sage. http://wrap.warwick.ac.uk/id/eprint/16703
• [11] N.Denzin. Sociological Methods: A Sourcebook, (2006). Aldine Transaction. ISBN978-0-202-30840-1. (5th edition).
• [12] H. W. Marsh & L. A. Roche. Making Students ́Evaluations of Teaching Effectiveness Effective. American Psychologist, 52(11) (1997) 1187-1197.
• [13] P. Heimann. Didaktik als Unterrichtswissenschaft, (1976). InK. Reich, H. Thomas Stuttgart:Klett, ISBN 3-12-923380-6. p. 229-230.
• [14] J. Benčo, Ekonómia vzdelávania. Bratislava: IRIS, (2002). ISBN 80-89018-41-6

Uwagi

EN

1st INTERNATIONAL SCIENTIFIC CONFERENCE, dilemmas of scientific research in various fields of science: natural sciences, science and technology, economic and social sciences, humanistic sciences, 10th October, 2016, Cracow, Poland