When a teacher says, “This method works because we've been doing it this way for years,” how reliable is that knowledge? In this episode we look at the sources from which we gain knowledge, the features that distinguish scientific knowledge from other kinds of knowledge, why educational science needs scientific research, and the main types of research used in education.

What will you learn in this episode?

• Explain the four sources of knowledge and the limitations of each
• List the features that distinguish scientific knowledge from other kinds of knowledge
• Explain why scientific research is needed in educational science
• Distinguish between basic, applied, evaluation and action research according to their aims
• Recognize the types of quantitative research (experimental, correlational, descriptive) and qualitative research (theory building, ethnographic, phenomenological, case study)
• Compare quantitative and qualitative research and explain analytical research (document analysis, mixed methods)

Summary of this episode

Where do we get knowledge from?

Reliable knowledge is needed to shape education policies and to understand whether practices are effective. However experienced decision-makers may be, they should base their decisions on reliable knowledge rather than on chance or personal experience. Knowledge can be religious, philosophical, technical, artistic or scientific. Scientific knowledge is objective knowledge whose accuracy has been proven; it is accepted as true until proven otherwise, but it is neither singular nor unchanging.

The source lists four ways of gaining knowledge as follows:

• Personal experience: One of the oldest ways of gaining knowledge. However, because it relies on personal interpretation of what is observed, two people who see the same event may reach different conclusions, and prejudices may affect the result.
• Tradition: Rules and approaches passed down from generation to generation and believed to be true. Practices such as dividing the school year into two terms are examples of knowledge based on tradition.
• Authority: Knowledge obtained from a person regarded as knowledgeable, experienced or competent on a subject. This knowledge is not always reliable, because authorities sometimes give opinions outside their own field or overgeneralize.
• Scientific research: The process of collecting, analyzing, interpreting and reporting data in a planned and systematic way in order to find reliable solutions to problems.

Knowledge from the first three sources may contain subjective interpretations and contradictions. Knowledge gained through scientific research, by contrast, is objective, verifiable and open to scrutiny. The source lists the features of scientific knowledge as follows: it is open for everyone to share, it can be reproduced by following the same processes, it is accepted as true until the opposite is proven, it is free of error and prejudice, its generalizability is limited, and it is open to criticism.

Why does educational science need research?

Educational science is an applied field that seeks principles and techniques for changing and developing individuals' behavior in a planned way. For this reason, solutions to educational problems should be sought not at a desk but at the source of the problem, that is, in schools and within the education system. Educational research is the systematic application of the scientific method to educational problems. Such research builds educational theories, shapes existing ones and rebuilds them when necessary. Basing practice on research findings ensures that decisions about education rest on what is actually happening in the field rather than on contested opinions. The source states that scientific knowledge is needed for three reasons: to put policies and practices on a scientific footing, to identify and solve problems, and to improve the quality of practice.

Types of research by purpose

Research can be classified by different criteria: by setting, into laboratory and field research; by method or time, into historical, descriptive and experimental research. The classification mainly followed in the source is as follows:

• Basic research: Aims to produce theory or test existing theories; it does not seek direct solutions to everyday problems. Research seeking an answer to the question “How do people learn?” gave rise to behaviorist, cognitive and constructivist learning theories. A theory is a set of relationships that helps explain, predict or control a phenomenon.
• Applied research: Aims primarily to find solutions to problems in everyday life; its generalizability is limited and it focuses on local problems.
• Evaluation research: Carried out to make decisions about the effectiveness of a program or activity. For example, deciding whether a preschool program should be continued.
• Action research: Research carried out by practitioners, alone or together with a researcher, to understand and solve a problem in their own practice. It is also known as teacher research.

The source also reminds us that distinguishing between basic and applied research can sometimes be artificial, and that a field of science can have both basic and applied character. In addition, because social events and human behavior are very complex, it is not easy to develop highly generalizable theories in educational science; no single learning theory can fully explain learning on its own.

Quantitative research

Quantitative research relies on numbers, measurement and control; it developed in the early 20th century as the methods of the natural sciences were adapted to the social sciences.

• Experimental research: Carried out under the researcher's control to determine cause-and-effect relationships. The researcher changes the independent variable, controls other factors and measures the effect of this change on the dependent variable. A variable is a characteristic that can take at least two different values (such as age, achievement or teaching method).
• Correlational research: Determines statistically whether there is a relationship between two or more variables; it is also used for prediction.
• Descriptive research: Describes an existing situation as it is; it does not look for differences or relationships. Data are collected through participants' self-reports (questionnaires, interviews) or observation, and analyzed with techniques such as frequencies and percentages.

Qualitative research

Qualitative research became widespread in the last quarter of the 20th century, after the quantitative approach proved insufficient for explaining some social phenomena. It accepts that social reality is formed through personal interpretations, and it studies events holistically in their natural settings through observation, interviews and document analysis.

• Theory building: Does not assume a theory at the outset; it produces theory from the data collected.
• Ethnographic research: Describes the culture of a group from the perspective of the individuals within that culture.
• Phenomenological research: Examines in depth phenomena we encounter in daily life but do not fully understand.
• Case study: Examines a bounded event, program, group or individual in depth; it seeks answers especially to “why” and “how” questions.

In quantitative research, reality is considered objective, the method is rigid, and the aim is generalization and prediction; research begins with a theory and a hypothesis. In qualitative research, reality is considered subjective, the method is flexible, and the aim is in-depth description and interpretation; theory and hypotheses emerge at the end of the research. A hypothesis is a proposed relationship between variables. The source stresses that the two approaches complement each other, so it is not right to consider one “good” and the other “bad”. In choosing a method, one first considers what will be studied and then how; the main criterion is fitness for purpose. The nature of the research topic and the researcher's knowledge and skills are the first determinants, followed by the nature of the data to be collected, the research setting and the size of the study group.

Analytical research

Research that can combine qualitative and quantitative features. Document research examines concepts, events and views by analyzing records and documents. Mixed methods research uses qualitative and quantitative methods together; using more than one method together to answer the same question is called triangulation.

In short

Personal experience, tradition and authority provide knowledge, but it can be subjective and contested; scientific research, by contrast, produces knowledge that is objective, open to scrutiny and open to criticism. By purpose, educational research is classified as basic, applied, evaluation and action research; by approach, as quantitative, qualitative and analytical. The nature of the topic being studied determines which type to choose.

Key concepts

• Scientific knowledge: Objective knowledge whose accuracy has been proven and which is accepted as true until proven otherwise.
• Scientific research: The process of collecting, analyzing, interpreting and reporting data in a planned and systematic way.
• Theory: A set of relationships that helps explain, predict or control a phenomenon.
• Action research: Research carried out by practitioners to understand and solve a problem in their own practice.
• Variable: A characteristic studied in research that can take at least two different values.
• Independent variable: The variable thought to have an effect on the dependent variable.
• Dependent variable: The variable that is affected and that the research seeks to explain.
• Hypothesis: A proposed relationship between variables.
• Case study: The in-depth study of a bounded event, program or group.
• Triangulation: Using more than one method and technique together for the same research question.

🌐 All episodes in order: https://ttinstituteacademy.com/en/courses/egitim-bilimleri-101/
🔔 Subscribe so you don't miss new episodes: https://youtube.com/@ttinstituteacademy?sub_confirmation=1

Sources used:
Ersoy, A. (2008). Eğitim biliminde araştırma yöntemleri [Research methods in educational science]. In M. Gültekin (Ed.), Eğitim Bilimine Giriş [Introduction to Educational Science] (Unit 8). Eskişehir: Anadolu Üniversitesi Yayınları.

📚 Academic Use Note: This content is a supporting learning resource prepared with reference to a published course text; it does not replace textbooks, lecture notes or your instructor's teaching. The sources to be used for exams and assessments are your course's official curriculum and the sources recommended by your instructor. The simplifications and interpretations in the narration are for teaching purposes; TT Institute Academy cannot be held responsible for any consequences arising from possible errors, omissions or outdated information.

© TT Institute Academy – All rights reserved.