This document discusses conceptual models and frameworks. It defines a conceptual model as a symbolic representation of a phenomenon. A conceptual framework graphically or narratively explains the main concepts and variables to be studied and their relationships. The purpose of a conceptual framework is to clarify concepts, specify relationships between variables, identify hypotheses, guide tool selection and data collection, and act as a reference point. Developing a conceptual framework involves stating the problem clearly, identifying key variables, reviewing theories and frameworks, and drawing a visual model to show relationships between concepts. Conceptual frameworks are more abstract than theoretical frameworks and have no limits, while theoretical frameworks are more concrete and limited.
This document discusses the process of theory construction in social science research. It defines a theory as a set of statements about relationships between concepts or constructs. Theories can take various forms, such as models or hypotheses, and can be used in both basic and applied research. A good theory is useful, has consensus among scientists, and is logically consistent, agrees with known facts, and is testable. While science aims to be objective, the process of developing theories inherently involves some subjectivity.
This document defines and discusses different types of hypotheses used in research. It begins by defining a hypothesis as an educated guess formulated to explain observed facts and guide further investigation. The main types discussed are:
1. Research hypotheses, which can be attributive (describing attributes), associative (relationships between variables), or causal (explaining cause and effect).
2. Null hypotheses, which state that no significant difference or relationship exists.
3. Question form hypotheses, used when the relationship between variables is unclear.
The document also lists characteristics of a good hypothesis, importance of hypotheses, sources of hypotheses, and difficulties in formulating hypotheses.
The document discusses theories and the components that make up a theory. It explains that a theory is comprised of concepts, thinking construction, connections/associations, and hypotheses. It then goes on to define each of these components in more detail. Specifically, it defines concepts as the building blocks of theories and examples. Thinking construction represents relationships between concepts. Hypotheses are testable statements about relationships between concepts. Finally, a theory is defined as a system that uses these components to explain phenomena.
It discuss about Louis Leon Thurstone, what is intelligence.Tests of Primary Mental Abilities, THURSTONE’S GROUP FACTOR THEORYor THEORY OF PRIMARY MENTAL ABILITES, SEVEN + TWO NEW FACTORS with simple examples and educational implications
Theory guides research by shaping what researchers look at and how they make sense of data. It provides concepts and questions and suggests how to connect findings. Research also informs theory by testing it and potentially revising it. The relationship is dynamic, with theory and research informing each other in an ongoing process. Researchers use both deductive and inductive approaches, with deductive drawing on existing theory and inductive allowing theory to emerge from data analysis.
This document discusses various qualitative research methods for collecting and analyzing data. It describes qualitative research as focusing on collecting narrative and visual non-numerical data to understand a phenomenon of interest. It then outlines several common qualitative research approaches like grounded theory, ethnography, phenomenology, narrative research, case studies and the types of data collection methods used in each approach such as interviews, observations, focus groups and document analysis. Finally, it discusses the process of analyzing qualitative data which typically involves preparing, organizing, coding and categorizing the data to identify themes and patterns.
Hypotheis, Conceptual Model and Theoretical framework. pptJet Tamagos
This document discusses different types of hypotheses used in educational research. It defines a hypothesis as a tentative explanation or prediction about the relationship between variables that can be tested. The main types discussed are research hypotheses, null hypotheses, and conceptual models/theoretical frameworks. Research hypotheses propose a relationship between variables, while null hypotheses propose no relationship. Conceptual models and theoretical frameworks provide maps and structures to help understand phenomena being studied. Examples are provided of how a research problem can relate to a research hypothesis and corresponding null hypothesis. Assumptions and how they differ from hypotheses are also explained.
This document discusses conceptual models and frameworks. It defines a conceptual model as a symbolic representation of a phenomenon. A conceptual framework graphically or narratively explains the main concepts and variables to be studied and their relationships. The purpose of a conceptual framework is to clarify concepts, specify relationships between variables, identify hypotheses, guide tool selection and data collection, and act as a reference point. Developing a conceptual framework involves stating the problem clearly, identifying key variables, reviewing theories and frameworks, and drawing a visual model to show relationships between concepts. Conceptual frameworks are more abstract than theoretical frameworks and have no limits, while theoretical frameworks are more concrete and limited.
This document discusses the process of theory construction in social science research. It defines a theory as a set of statements about relationships between concepts or constructs. Theories can take various forms, such as models or hypotheses, and can be used in both basic and applied research. A good theory is useful, has consensus among scientists, and is logically consistent, agrees with known facts, and is testable. While science aims to be objective, the process of developing theories inherently involves some subjectivity.
This document defines and discusses different types of hypotheses used in research. It begins by defining a hypothesis as an educated guess formulated to explain observed facts and guide further investigation. The main types discussed are:
1. Research hypotheses, which can be attributive (describing attributes), associative (relationships between variables), or causal (explaining cause and effect).
2. Null hypotheses, which state that no significant difference or relationship exists.
3. Question form hypotheses, used when the relationship between variables is unclear.
The document also lists characteristics of a good hypothesis, importance of hypotheses, sources of hypotheses, and difficulties in formulating hypotheses.
The document discusses theories and the components that make up a theory. It explains that a theory is comprised of concepts, thinking construction, connections/associations, and hypotheses. It then goes on to define each of these components in more detail. Specifically, it defines concepts as the building blocks of theories and examples. Thinking construction represents relationships between concepts. Hypotheses are testable statements about relationships between concepts. Finally, a theory is defined as a system that uses these components to explain phenomena.
It discuss about Louis Leon Thurstone, what is intelligence.Tests of Primary Mental Abilities, THURSTONE’S GROUP FACTOR THEORYor THEORY OF PRIMARY MENTAL ABILITES, SEVEN + TWO NEW FACTORS with simple examples and educational implications
Theory guides research by shaping what researchers look at and how they make sense of data. It provides concepts and questions and suggests how to connect findings. Research also informs theory by testing it and potentially revising it. The relationship is dynamic, with theory and research informing each other in an ongoing process. Researchers use both deductive and inductive approaches, with deductive drawing on existing theory and inductive allowing theory to emerge from data analysis.
This document discusses various qualitative research methods for collecting and analyzing data. It describes qualitative research as focusing on collecting narrative and visual non-numerical data to understand a phenomenon of interest. It then outlines several common qualitative research approaches like grounded theory, ethnography, phenomenology, narrative research, case studies and the types of data collection methods used in each approach such as interviews, observations, focus groups and document analysis. Finally, it discusses the process of analyzing qualitative data which typically involves preparing, organizing, coding and categorizing the data to identify themes and patterns.
Hypotheis, Conceptual Model and Theoretical framework. pptJet Tamagos
This document discusses different types of hypotheses used in educational research. It defines a hypothesis as a tentative explanation or prediction about the relationship between variables that can be tested. The main types discussed are research hypotheses, null hypotheses, and conceptual models/theoretical frameworks. Research hypotheses propose a relationship between variables, while null hypotheses propose no relationship. Conceptual models and theoretical frameworks provide maps and structures to help understand phenomena being studied. Examples are provided of how a research problem can relate to a research hypothesis and corresponding null hypothesis. Assumptions and how they differ from hypotheses are also explained.
The role of theory in research division for postgraduate studiespriyankanema9
This document discusses the role of theory in research. It provides definitions of theory as a model or framework that shapes observation and understanding. Theory condenses and organizes knowledge about the world and explains relationships between variables. The document outlines characteristics of theory such as guiding research, becoming stronger with evidence, and generating new research. It distinguishes theories from hypotheses and discusses evaluating theories. The dynamic relationship between theory and research is also examined, with theory informing research and research testing and revising theory. Different types of theories like deductive and inductive theories are defined. The document concludes by discussing theories relevant to multilingual mathematics education research and theories of second language learning.
The document discusses theories, approaches to knowing, and the research process. It defines a theory as a system of concepts and relationships that help understand a phenomenon. There are three main approaches to knowing - positivist/empirical, interpretive, and critical. The research process involves asking questions systematically and building knowledge through a cyclical process of testing, reflection, and generating new questions.
This document provides an introduction to theories and models in education. It defines what a theory is as a well-documented explanation that is supported by research and widely accepted. Theories are used to explain phenomena, while models serve as metaphors to represent theories. Theories and models are important foundations for instructional activities and educational research. Understanding theories is important because educators' own theories influence their practices in the classroom.
The document discusses the objectives of research. It states that the research title shows the overall goal, while the objectives are sub-goals that help achieve the main title. Objectives break down the research question into specific parts. They provide direction for research activities and help the researcher plan precisely by focusing on answering each objective. Objectives also clarify the variables of study, guide the choice of research tools, help define the study population, and inform the techniques used for data analysis. Well-defined objectives are essential for conducting meaningful research.
This document discusses different types of educational research. It defines educational research as activity directed towards developing a science of behavior in educational situations to provide knowledge that allows educators to achieve their goals most effectively. The document outlines that educational research is purposive, objective, concerned with solving problems, systematic, accurate, and collects facts without bias. It notes the two broad areas of quantitative and qualitative research. Quantitative research includes experimental, quasi-experimental, and correlational studies, while qualitative includes surveys, case studies, documentary analysis, ethnographic, historical, and philosophical research. It provides brief definitions and descriptions of these different methodological approaches.
The document discusses the role of theory in research. It defines theory as an attempt to generally explain phenomena and notes there are three ways theory can be used in research: as a paradigm, lens, or for generating new knowledge. Theory as a paradigm refers to the philosophical assumptions that guide a study. As a lens, existing theories can provide models to explain topics. Emerging theory from a study contributes new knowledge. The document also discusses inductive and deductive reasoning in theory development, characteristics of strong theory, and factors to consider when choosing a theory.
I’m a young Pakistani Blogger, Academic Writer, Freelancer, Quaidian & MPhil Scholar, Quote Lover, Co-Founder at Essar Student Fund & Blueprism Academia, belonging from Mehdiabad, Skardu, Gilgit Baltistan, Pakistan.
I am an academic writer & freelancer! I can work on Research Paper, Thesis Writing, Academic Research, Research Project, Proposals, Assignments, Business Plans, and Case study research.
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Management Sciences, Business Management, Marketing, HRM, Banking, Business Marketing, Corporate Finance, International Business Management
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Psychology is the scientific study of behavior and mental processes in both humans and animals. Psychologists have four main goals: to describe behavior, explain why it occurs, predict future behavior, and influence behavior in helpful ways. Psychologists rely on the scientific method to systematically and objectively study behavior through experiments, surveys, and case studies in order to minimize errors and reach valid conclusions about human thought and action.
This document discusses different types of research methodologies including subject-matter research, problem-solving research, descriptive research, and analytic research. Subject-matter research draws on multiple disciplines to provide general knowledge and policy applications on various issues. Problem-solving research is designed to solve a specific problem for a decision maker. Descriptive research attempts to determine or identify something, while analytic research establishes why or how something occurs. Studies can also be quantitative and either descriptive or experimental in design.
This document discusses the use of theory in quantitative, qualitative, and mixed methods research. It provides definitions of theory for quantitative research as sets of interrelated variables and hypotheses about relationships between variables. Qualitative research may use theoretical lenses to guide examination of important issues and populations. Theories in qualitative research can emerge inductively from themes in the data. Mixed methods research can incorporate deductive testing and inductive emerging theories, and theories can act as lenses to guide studies.
Role of theory in research by priyadarshinee pradhanPriya Das
This document discusses the role of theory in research. It defines research as a systematic investigation to find answers to problems, and theory as a system of interconnected ideas that organizes knowledge about a topic. The relationship between theory and research is described - theory frames what is studied, suggests ways to make sense of data, and allows links between abstract concepts and empirical evidence. There are two approaches to the relationship between theory and research: inductive theory emerges from data analysis, while deductive theory guides study design and interpretation of results. Overall, the document outlines how theory is important in framing research questions and interpreting findings.
Generalizability in fMRI, fast and slowTal Yarkoni
- The document discusses issues around generalizability in fMRI research and proposes strategies for "fast" versus "slow" generalization.
- It notes that most findings in neuroimaging are only interesting if they generalize broadly, but that statistical models must support desired inferences about new stimuli or subjects.
- The document advocates treating factors like subjects and stimuli as random effects to support generalization, and using large stimulus samples to avoid overgeneralizing findings. It suggests both modeling approaches (e.g. random effects) and study design (e.g. more stimuli/subjects) can help researchers generalize more appropriately.
Educational research by dr. sudhir sahuSudhir INDIA
Research is usually associated with scholarly work done to earn advanced degrees. It also refers to the findings of scientists conducting experiments in laboratories. However, these common notions provide an incomplete portrayal of research that can constrain its scope.
Research is derived from the French word 'recherche' meaning to travel through or survey. It implies building upon past efforts to learn more about a topic rather than reinventing the wheel. Research aims to advance knowledge beyond what is currently known about a subject. It can be defined as a careful, systematic study undertaken to discover facts or establish principles.
Research methods have evolved from relying on authorities to more scientific approaches using inductive and deductive logic. The scientific method incorporates both to systematically solve meaningful
Introduction to Social Research (Business Research) Lecture # 1Sufi Nouman Riaz
This document provides an introduction to social research. It defines research as a systematic, data-based inquiry into a specific problem. There are two main types of research: basic research, which expands knowledge without addressing a specific problem, and applied research, which is conducted to solve real-life problems facing organizations. The scientific research process involves developing a theoretical framework, hypotheses, research design, data collection, analysis, and modifying theories based on findings. Research reduces uncertainty and informs managerial decision making.
The document discusses developing a theoretical and conceptual framework for research. It explains that a theoretical framework presents the theory that explains why the research problem exists, while a conceptual framework operationalizes the theory and gives direction to the study. The document provides guidance on formulating each framework, including specifying the theory, relating it to other work, and connecting it to the research objectives.
There are several considerations when selecting a research topic, including academic/intellectual factors and practical applicability. Students may choose from assigned topics, field study topics using various resources, or free choice topics based on their own interests. Key factors in topic selection include the researcher's ability to study the topic thoroughly, available resources and techniques, and the topic's relevance to existing theories. Formulating a research problem involves discovering an issue in need of study and narrowing it to a manageable size. Developing testable hypotheses, clearly defining concepts, and establishing operational definitions allows relating findings to broader knowledge.
This document provides an overview of key concepts in theory building according to William G. Zikmund's book. It discusses the purposes of theory as prediction and understanding. A theory is defined as a set of general propositions used to explain relationships between observed phenomena. For a theory to be good, it must be valid, have generalization ability, and be replicable. Concepts abstract reality and are building blocks of theories, while propositions propose linkages between concepts. Hypotheses, which are empirically testable propositions, are developed from concepts and propositions. The scientific method involves both deductive and inductive reasoning to move from theories to hypotheses to empirical testing.
Thurston's Group Factor Theory proposes that intelligence consists of several primary mental abilities. Louis Thurston originally identified 7 primary mental abilities in 1937, including verbal comprehension, verbal fluency, numerical ability, perceptual speed, inductive reasoning, spatial visualization, and memory. He later added deductive reasoning and problem solving abilities. Each primary ability represents a different cluster of mental operations and they are relatively independent of each other. Thurston's theory influenced later theories of multiple intelligences and contributed techniques for measuring attitudes.
Analytics for profiling and promoting learners’ epistemologiesBethany Alden Rivers
This document summarizes the development of a survey tool called the Epistemic Beliefs Inventory (EBI) to measure learners' epistemologies. It describes creating statements to assess reasoning and ways of knowing based on prior frameworks. An initial online survey of 77 students found the reasoning items reliably measured two factors while the knowing items measured four factors. Correlations were found between reasoning and views of instructors/assessment, as well as between education level and certain beliefs. Further refinement of the EBI is planned along with exploring how to profile epistemic beliefs in large online communities.
This document discusses different theoretical perspectives (paradigms) that can inform physical education research: positivist, interpretive, socially critical, poststructuralist, and feminist. It summarizes each perspective's definition, strengths, weaknesses, and connections to other perspectives. The conclusion emphasizes that researchers should understand how their chosen paradigm relates to their research questions and the "bigger picture," and that using multiple paradigms can provide richer insights than single paradigms. Researchers are cautioned against misusing theory for self-promotion or following theoretical fads.
This document provides an overview of research methods, including qualitative and quantitative approaches. It discusses key aspects of developing a literature review, such as beginning with a broad topic and focusing on specific research questions. The document also compares different types of research (e.g. basic vs. applied), research paradigms (e.g. quantitative vs. qualitative), and study designs (e.g. experimental vs. case study). Fundamental questions about the nature of knowledge and how to choose an appropriate research method are explored.
The role of theory in research division for postgraduate studiespriyankanema9
This document discusses the role of theory in research. It provides definitions of theory as a model or framework that shapes observation and understanding. Theory condenses and organizes knowledge about the world and explains relationships between variables. The document outlines characteristics of theory such as guiding research, becoming stronger with evidence, and generating new research. It distinguishes theories from hypotheses and discusses evaluating theories. The dynamic relationship between theory and research is also examined, with theory informing research and research testing and revising theory. Different types of theories like deductive and inductive theories are defined. The document concludes by discussing theories relevant to multilingual mathematics education research and theories of second language learning.
The document discusses theories, approaches to knowing, and the research process. It defines a theory as a system of concepts and relationships that help understand a phenomenon. There are three main approaches to knowing - positivist/empirical, interpretive, and critical. The research process involves asking questions systematically and building knowledge through a cyclical process of testing, reflection, and generating new questions.
This document provides an introduction to theories and models in education. It defines what a theory is as a well-documented explanation that is supported by research and widely accepted. Theories are used to explain phenomena, while models serve as metaphors to represent theories. Theories and models are important foundations for instructional activities and educational research. Understanding theories is important because educators' own theories influence their practices in the classroom.
The document discusses the objectives of research. It states that the research title shows the overall goal, while the objectives are sub-goals that help achieve the main title. Objectives break down the research question into specific parts. They provide direction for research activities and help the researcher plan precisely by focusing on answering each objective. Objectives also clarify the variables of study, guide the choice of research tools, help define the study population, and inform the techniques used for data analysis. Well-defined objectives are essential for conducting meaningful research.
This document discusses different types of educational research. It defines educational research as activity directed towards developing a science of behavior in educational situations to provide knowledge that allows educators to achieve their goals most effectively. The document outlines that educational research is purposive, objective, concerned with solving problems, systematic, accurate, and collects facts without bias. It notes the two broad areas of quantitative and qualitative research. Quantitative research includes experimental, quasi-experimental, and correlational studies, while qualitative includes surveys, case studies, documentary analysis, ethnographic, historical, and philosophical research. It provides brief definitions and descriptions of these different methodological approaches.
The document discusses the role of theory in research. It defines theory as an attempt to generally explain phenomena and notes there are three ways theory can be used in research: as a paradigm, lens, or for generating new knowledge. Theory as a paradigm refers to the philosophical assumptions that guide a study. As a lens, existing theories can provide models to explain topics. Emerging theory from a study contributes new knowledge. The document also discusses inductive and deductive reasoning in theory development, characteristics of strong theory, and factors to consider when choosing a theory.
I’m a young Pakistani Blogger, Academic Writer, Freelancer, Quaidian & MPhil Scholar, Quote Lover, Co-Founder at Essar Student Fund & Blueprism Academia, belonging from Mehdiabad, Skardu, Gilgit Baltistan, Pakistan.
I am an academic writer & freelancer! I can work on Research Paper, Thesis Writing, Academic Research, Research Project, Proposals, Assignments, Business Plans, and Case study research.
Expertise:
Management Sciences, Business Management, Marketing, HRM, Banking, Business Marketing, Corporate Finance, International Business Management
For Order Online:
Whatsapp: +923452502478
Portfolio Link: https://blueprismacademia.wordpress.com/
Email: arguni.hasnain@gmail.com
Follow Me:
Linkedin: arguni_hasnain
Instagram : arguni.hasnain
Facebook: arguni.hasnain
Psychology is the scientific study of behavior and mental processes in both humans and animals. Psychologists have four main goals: to describe behavior, explain why it occurs, predict future behavior, and influence behavior in helpful ways. Psychologists rely on the scientific method to systematically and objectively study behavior through experiments, surveys, and case studies in order to minimize errors and reach valid conclusions about human thought and action.
This document discusses different types of research methodologies including subject-matter research, problem-solving research, descriptive research, and analytic research. Subject-matter research draws on multiple disciplines to provide general knowledge and policy applications on various issues. Problem-solving research is designed to solve a specific problem for a decision maker. Descriptive research attempts to determine or identify something, while analytic research establishes why or how something occurs. Studies can also be quantitative and either descriptive or experimental in design.
This document discusses the use of theory in quantitative, qualitative, and mixed methods research. It provides definitions of theory for quantitative research as sets of interrelated variables and hypotheses about relationships between variables. Qualitative research may use theoretical lenses to guide examination of important issues and populations. Theories in qualitative research can emerge inductively from themes in the data. Mixed methods research can incorporate deductive testing and inductive emerging theories, and theories can act as lenses to guide studies.
Role of theory in research by priyadarshinee pradhanPriya Das
This document discusses the role of theory in research. It defines research as a systematic investigation to find answers to problems, and theory as a system of interconnected ideas that organizes knowledge about a topic. The relationship between theory and research is described - theory frames what is studied, suggests ways to make sense of data, and allows links between abstract concepts and empirical evidence. There are two approaches to the relationship between theory and research: inductive theory emerges from data analysis, while deductive theory guides study design and interpretation of results. Overall, the document outlines how theory is important in framing research questions and interpreting findings.
Generalizability in fMRI, fast and slowTal Yarkoni
- The document discusses issues around generalizability in fMRI research and proposes strategies for "fast" versus "slow" generalization.
- It notes that most findings in neuroimaging are only interesting if they generalize broadly, but that statistical models must support desired inferences about new stimuli or subjects.
- The document advocates treating factors like subjects and stimuli as random effects to support generalization, and using large stimulus samples to avoid overgeneralizing findings. It suggests both modeling approaches (e.g. random effects) and study design (e.g. more stimuli/subjects) can help researchers generalize more appropriately.
Educational research by dr. sudhir sahuSudhir INDIA
Research is usually associated with scholarly work done to earn advanced degrees. It also refers to the findings of scientists conducting experiments in laboratories. However, these common notions provide an incomplete portrayal of research that can constrain its scope.
Research is derived from the French word 'recherche' meaning to travel through or survey. It implies building upon past efforts to learn more about a topic rather than reinventing the wheel. Research aims to advance knowledge beyond what is currently known about a subject. It can be defined as a careful, systematic study undertaken to discover facts or establish principles.
Research methods have evolved from relying on authorities to more scientific approaches using inductive and deductive logic. The scientific method incorporates both to systematically solve meaningful
Introduction to Social Research (Business Research) Lecture # 1Sufi Nouman Riaz
This document provides an introduction to social research. It defines research as a systematic, data-based inquiry into a specific problem. There are two main types of research: basic research, which expands knowledge without addressing a specific problem, and applied research, which is conducted to solve real-life problems facing organizations. The scientific research process involves developing a theoretical framework, hypotheses, research design, data collection, analysis, and modifying theories based on findings. Research reduces uncertainty and informs managerial decision making.
The document discusses developing a theoretical and conceptual framework for research. It explains that a theoretical framework presents the theory that explains why the research problem exists, while a conceptual framework operationalizes the theory and gives direction to the study. The document provides guidance on formulating each framework, including specifying the theory, relating it to other work, and connecting it to the research objectives.
There are several considerations when selecting a research topic, including academic/intellectual factors and practical applicability. Students may choose from assigned topics, field study topics using various resources, or free choice topics based on their own interests. Key factors in topic selection include the researcher's ability to study the topic thoroughly, available resources and techniques, and the topic's relevance to existing theories. Formulating a research problem involves discovering an issue in need of study and narrowing it to a manageable size. Developing testable hypotheses, clearly defining concepts, and establishing operational definitions allows relating findings to broader knowledge.
This document provides an overview of key concepts in theory building according to William G. Zikmund's book. It discusses the purposes of theory as prediction and understanding. A theory is defined as a set of general propositions used to explain relationships between observed phenomena. For a theory to be good, it must be valid, have generalization ability, and be replicable. Concepts abstract reality and are building blocks of theories, while propositions propose linkages between concepts. Hypotheses, which are empirically testable propositions, are developed from concepts and propositions. The scientific method involves both deductive and inductive reasoning to move from theories to hypotheses to empirical testing.
Thurston's Group Factor Theory proposes that intelligence consists of several primary mental abilities. Louis Thurston originally identified 7 primary mental abilities in 1937, including verbal comprehension, verbal fluency, numerical ability, perceptual speed, inductive reasoning, spatial visualization, and memory. He later added deductive reasoning and problem solving abilities. Each primary ability represents a different cluster of mental operations and they are relatively independent of each other. Thurston's theory influenced later theories of multiple intelligences and contributed techniques for measuring attitudes.
Analytics for profiling and promoting learners’ epistemologiesBethany Alden Rivers
This document summarizes the development of a survey tool called the Epistemic Beliefs Inventory (EBI) to measure learners' epistemologies. It describes creating statements to assess reasoning and ways of knowing based on prior frameworks. An initial online survey of 77 students found the reasoning items reliably measured two factors while the knowing items measured four factors. Correlations were found between reasoning and views of instructors/assessment, as well as between education level and certain beliefs. Further refinement of the EBI is planned along with exploring how to profile epistemic beliefs in large online communities.
This document discusses different theoretical perspectives (paradigms) that can inform physical education research: positivist, interpretive, socially critical, poststructuralist, and feminist. It summarizes each perspective's definition, strengths, weaknesses, and connections to other perspectives. The conclusion emphasizes that researchers should understand how their chosen paradigm relates to their research questions and the "bigger picture," and that using multiple paradigms can provide richer insights than single paradigms. Researchers are cautioned against misusing theory for self-promotion or following theoretical fads.
This document provides an overview of research methods, including qualitative and quantitative approaches. It discusses key aspects of developing a literature review, such as beginning with a broad topic and focusing on specific research questions. The document also compares different types of research (e.g. basic vs. applied), research paradigms (e.g. quantitative vs. qualitative), and study designs (e.g. experimental vs. case study). Fundamental questions about the nature of knowledge and how to choose an appropriate research method are explored.
This document provides an overview of the Theory of Planned Behavior. It explains that the theory predicts intention to perform a behavior based on three factors: attitude toward the behavior, subjective norms, and perceived behavioral control. It defines each of these factors and describes how intention and these factors are measured, typically using Likert-style surveys. The key concepts of the theory are behavioral intention, attitude toward behavior, subjective norm, and perceived behavioral control.
This document discusses different theoretical perspectives - positivist, interpretive, socially critical, poststructuralist, and feminist - that can inform physical education research. Each perspective is defined, and its strengths and weaknesses are outlined. The document cautions that theories should be empirically grounded and connected to important issues. It concludes that using multiple perspectives can provide richer insight than a single paradigm alone. Researchers should understand the perspectives underpinning their work and how theories relate to the overall research questions.
This document discusses attitudes, how they are formed and changed. It begins with an overview of key topics such as the definition of attitudes, their structure and functions. Attitudes are formed through both cognition (thinking) and affect (emotion). The cognitive response model and theory of reasoned action are presented as ways attitudes are formed through thinking. Emotional appeals and fear appeals can also shape attitudes. To change attitudes, one must target the underlying beliefs, evaluations, norms or emotions. Changing conditions and consequences of behaviors as well as using positive persuasion can help modify attitudes. Maintaining an optimistic, open-minded outlook and thinking independently also supports developing constructive attitudes.
This document discusses various approaches to business research including the role of theory, inductive vs deductive reasoning, and different types of validity. It covers key concepts such as the differences between positivism and interpretivism, objectivism and constructionism, and modes 1 and 2 of knowledge production. Paradigms that influence business research are also addressed.
The Theory of Reasoned Action was developed in 1975 to determine the differences between attitude and behavior. It acknowledges that attitude does not always determine behavior, as other factors can limit attitude's influence. The theory defines concepts like behavior, behavioral intention, attitude, subjective norms, and motivations to comply. It provides a framework to identify and measure underlying reasons for intent to behave a certain way. By understanding influential attitudes and norms, interventions can be designed to influence them and encourage healthier behaviors. This document applies the theory to study how an intervention increased breakfast consumption among secondary students in Iran.
This document discusses learning styles and provides information about different learning style models. It defines learning styles as how individuals gather, process, and organize information based on their strengths. It then discusses four levels of learning - absolute, transitional, independent, and contextual - which describe how learners perceive knowledge and their relationship with authorities. The rest of the document focuses on the Index of Learning Styles, outlining its active/reflective, sensing/intuitive, visual/verbal, and sequential/global dimensions and the strengths and weaknesses associated with each. It emphasizes that learning styles are tendencies rather than rigid categories and suggests minimizing weaknesses through adaptation and compensation strategies.
This document provides an introduction to quantitative and qualitative research methods. It discusses key aspects of research design including ontology, epistemology, methodology, and methods. Quantitative research uses numerical data and statistical analysis, while qualitative research uses non-numerical data sources like interviews. The appropriate approach depends on one's research questions, philosophy, and skills. Both approaches have strengths and limitations.
This document provides an introduction to quantitative and qualitative research methods. It discusses key aspects of research design including ontology, epistemology, methodology, and methods. Quantitative research uses numerical data and statistical analysis, while qualitative research uses non-numerical data sources like interviews. The appropriate approach depends on the research questions and philosophy. Both have benefits and limitations. Validity, reliability, and trustworthiness are also important aspects of research quality.
This document provides an introduction to quantitative and qualitative research methods. It discusses that research methods can be broadly split into quantitative and qualitative approaches. The choice of method depends on the research questions, underlying philosophy, and researcher's skills and preferences. It also outlines some basic principles of research design including ontology, epistemology, methodology, and specific methods. Common quantitative and qualitative data collection and analysis techniques are also introduced.
Introduction to quantitative and qualitative researchLiz FitzGerald
This presentation, delivered in an Open University CALRG Building Knowledge session, gives a preliminary introduction to both quantitative and qualitative research approaches. There has been widespread debate when considering the relative merits of quantitative and qualitative strategies for research. Positions taken by individual researchers vary considerably, from those who see the two strategies as entirely separate, polar opposites that are based upon alternative views of the world, to those who are happy to mix these strategies within their research projects. We consider the different strengths, weaknesses and suitability of different approaches and draw upon some examples to highlight their use within educational technology.
This document discusses critical thinking skills needed for psychological research. It explains that critical thinking involves evaluating evidence from research studies by examining the methodology, relating it to major debates, considering applications to society, and connecting it to other studies and levels of analysis in psychology. Specifically, critical analysis of a study involves assessing the strengths and limitations of its methods, ethics, reliability, and validity.
This document provides an overview of different modes of inquiry in research including quantitative and qualitative methods. It discusses experimental, non-experimental, and mixed method approaches. For quantitative research, it describes experimental and non-experimental designs. For qualitative research, it outlines interactive inquiry methods like ethnography, phenomenology, and case studies as well as non-interactive approaches. It also discusses data collection techniques, characteristics of quantitative and qualitative data, and formatting for quantitative and qualitative research reports.
What is Research by Mr Allah Dad Khan Former DG Agriculture Extension KPK Pr...Mr.Allah Dad Khan
This document provides an overview of the social research process as presented by Mr. Allah Dad Khan. It discusses that social research is a scientific process that involves systematically collecting and analyzing data to develop knowledge about human social behavior. There are two main forms of social research - basic research, which aims to develop general theoretical understanding, and applied research, which aims to provide knowledge to influence social policy. Social research employs various methodological and theoretical approaches, and considers factors like research purpose, units of analysis, and reliability.
This document provides an overview of social psychology, including its key topics and research methods. Social psychology is defined as the scientific study of how people think about, influence, and relate to one another. It examines how our behavior is shaped by social situations and other people. The document outlines some of social psychology's major ideas like social thinking, social influences, and obedience. It also describes common research methods in social psychology like correlational research, surveys, experiments, and the importance of ethics.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
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Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
4. Normal Approach
• Go through the theories and compare them (not
paying much attention to discipline) using
dimensions such as Methodology, Research
Methods, Parent Theories, Citation History etc
• Select the one that appears closest to our research
context
• Build a conceptual model on top of the selected
theory
• Conduct research to see if the model fits
• ….
5. What’s the problem then?
• Which theory is complete?
• Which theory is universal?
• Which theory has empirical backing?
• Which theory has been extended by other
researchers?
• What assumptions do these theories take and what
are the implications?
• Does the nature of the discipline play a significant
role when assessing a theory?
• Are there any hidden dimensions that significantly
differentiates the selected theories?
6. Selected Theories
Theory of Reasoned Action
Theory of Planned Behavior
Folk Concept of Intentionality
Discerning Intentions in
dynamic human action
Intentionality of Intention and
Action
Belief Desire Intention model
7. Theory of
Reasoned
Action /
Theory of
Planned
Behavior
Folk Concept
of
Intentionality
Discerning
intentions in
dynamic
action
Intentionality
of intentions
and actions
Attitude towards
the behavior
Belief Desire
Intention
Model
Subjective Norms
Intention Behavior
Belief
Desire
Intentions Intentionality
Skill
Awareness
Belief
Desire
3 types of
Knowledge Structure Detection
Intentions
Belief
Desire
Intention Action
Belief
Desire
Prior Intentions Intentional Action
Perceived Behavior
Control
Game based
Experiment
Language
understanding
based Survey
Experiments
&
Conceptual
Conceptual
Conceptual
Method Perspective
8. Discerning
intentions in
dynamic
action
Intentionality
of intentions
and actions
Belief Desire
Intention
Model
Theory of
Reasoned
Action /
Theory of
Planned
Behavior
Folk Concept
of
Intentionality
Assumptions
• Intentions are prerequisite for behavior -> CHALLENGED
Assumptions
• No prior knowledge of the person is needed to infer
intentionality -> CHALLENGABLE
• The questions try to infer the presence of the factors by
analysing the texts -> HIGHLY CHALLENGABLE
• Study is reliant on people's perception about human actions
• Everyone can interpret language in the same way -> HIGHLY
CHALLENGABLE
Assumptions
• Intentions are not isomorphic with action i.e. an
action can be related to many intentions
• An action is split into many steps
Assumptions
• Intention is mapped to a action
Assumptions
• No data given on how beliefs change -
CHALLENGABLE
• Desires are already known and fixed - DEBATABLE
CHALLENGABLE NATURE OF
ASSUMPTIONS
• Component
-based
• Language
-based
• Similarity in
people
• Component
–based
• Reality
-based
• Component
-based
• Component
–based
• Definition
-based
9. Discerning
intentions in
dynamic
action
Intentionality
of intentions
and actions
Belief Desire
Intention
Model
Theory of
Reasoned
Action /
Theory of
Planned
Behavior
Folk Concept
of
Intentionality
Weakness & Limitations (W&L)
• Behavioral intention is seen as “weighted sum” of two variables
Weakness & Limitations
• Perception of intentionality based only on western culture
• Uses explicated language for testing. Not reality based.
Weakness & Limitations
• Works only when action is observed from start to end
• Seemingly doesn’t differentiate between intention and
intentionality
Weakness & Limitations
• Generalistic
Weakness & Limitations
• Definition of Beliefs and Desires is not generalizable
• Intention is always seen as a commitment to the action
IMPLICATIONS
• Pro-positivism
• Universality is
affected
• Can be used in
linguistic
studies
• Generalizability
is affected
• Applicability
to online world
• Generalizability
is affected
PURPOSE OF
THEORY
PREDICTIVE
DESCRIPTIVE &
EXPLANATORY
DESCRIPTIVE
DESCRIPTIVE &
EXPLANATORY
DESCRIPTIVE &
EXPLANATORY
11. Current Conclusions What assumptions do these theories take and what are the implications?
If the assumptions are Component-based , they cannot be taken lightly.
Universality and Generalizability factors are affected as a part of implications
of weakness and limitations of the theory.
Does the nature of the discipline play a significant role when assessing a
theory?
Yes, the perspective and type of research methods are contingent on the
discipline. Type of evidence also differs – Empirical vs Conceptual
Are there any hidden dimensions that significantly differentiates the
selected theories?
Perspective and ‘Nature of assumptions’ are two hidden dimensions that are
to be considered
There cannot be a single intention model – there needs to be separate
intention and intentionality model for conducting research
There is no single perfect model/theory but it is debatable to combine
components from models of different disciplines. They have to be tested if
combined.