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Ning Ding
Ning Ding

how to design and evaluate research in education

Education
1 of 43
Methoden en Technieken Dr. Ning DING September 07 2010
Overview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Structure of the course ,[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 1 The Nature of Research
Chapter 1 The Nature of Research
Chapter 1 The Nature of Research ,[object Object],[object Object],[object Object],[object Object]
Chapter 1 The Nature of Research ,[object Object],[object Object],[object Object]
Chapter 1 The Nature of Research ,[object Object],[object Object],[object Object]
Chapter 1 The Nature of Research ,[object Object],[object Object],[object Object]
Chapter 1 The Nature of Research ,[object Object],[object Object]
Chapter 1 The Nature of Research ,[object Object],Describe, Predict, Explain Mixed method = quantitative + qualitative
Chapter 1 The Nature of Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 1 The Nature of Research ,[object Object],[object Object],Experimental research Correlational research Causal-comparative research Survey Ethnographic research Historical research Action research Compare; Single over time Relationship Cause, consequence Characteristics Everyday experience Past Active involvement
Chapter 1 The Nature of Research ,[object Object],[object Object],Experimental research Correlational research Causal-comparative research Survey Ethnographic research Historical research Action research Compare; Single over time Relationship Cause, consequence Characteristics Everyday experience Past Active involvement
Chapter 1 The Nature of Research ,[object Object],[object Object],Experimental research Correlational research Causal-comparative research Survey Ethnographic research Historical research Action research Compare; Single over time Relationship Cause, consequence Characteristics Everyday experience Past Active involvement
Chapter 1 The Nature of Research ,[object Object],[object Object],[object Object],[object Object],Experimental research Correlational research Causal-comparative research Survey Ethnographic research Historical research Action research Compare; Single over time Relationship Cause, consequence Characteristics Everyday experience Past Active involvement
Chapter 1 The Nature of Research ,[object Object],[object Object],Experimental research Correlational research Causal-comparative research Survey Ethnographic research Historical research Action research Compare; Single over time Relationship Cause, consequence Characteristics Everyday experience Past Active involvement
Chapter 1 The Nature of Research ,[object Object],[object Object],Experimental research Correlational research Causal-comparative research Survey Ethnographic research Historical research Action research Compare; Single over time Relationship Cause, consequence Characteristics Everyday experience Past Active involvement
Chapter 1 The Nature of Research ,[object Object],[object Object],Experimental research Correlational research Causal-comparative research Survey Ethnographic research Historical research Action research Compare; Single over time Relationship Cause, consequence Characteristics Everyday experience Past Active involvement
Chapter 1 The Nature of Research ,[object Object],[object Object],Experimental research Correlational research Causal-comparative research Survey Ethnographic research Historical research Action research Compare; Single over time Relationship Cause, consequence Characteristics Everyday experience Past Active involvement
Chapter 1 The Nature of Research ,[object Object],[object Object]
Chapter 1 The Nature of Research ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],Chapter 1 The Nature of Research
Chapter 2 The Research Problem ,[object Object],Constitutive Definition Operational Definition Use what is often referred to as the dictionary approach Specify the actions or operations necessary to measure or identify the term
Chapter 2 The Research Problem ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],Chapter 2 The Research Problem Is computer-supported learning an effective learning method? Is computer-supported learning an effective learning method for secondary school students? Is computer-supported learning an effective learning method for secondeary school students in physics problem-solving? Is computer-supported learning an effective learning method for secondeary school students in physics problem-solving in comparison with face-to-face learning?
[object Object],Chapter 3 Variables and Hypotheses Constant A concept standing for variation within a class of objects Characteristics do not vary
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Chapter 3 Variables and Hypotheses
Chapter 3 Variables and Hypotheses ,[object Object],[object Object]
Chapter 3 Variables and Hypotheses ,[object Object],[object Object]
Chapter 3 Variables and Hypotheses ,[object Object],[object Object],[object Object],[object Object],Intelligence Quotient (IQ) and Attitude Influences Performance in Mathematics Attitude towards Mathematics IQ
Chapter 3 Variables and Hypotheses ,[object Object],[object Object],[object Object],[object Object],[object Object],Intelligence Quotient (IQ) and Attitude Influences Performance in Mathematics Attitude towards Mathematics IQ
Chapter 3 Variables and Hypotheses ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Intelligence Quotient (IQ) and Attitude Influences Performance in Mathematics Attitude towards Mathematics IQ
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Are secondary school students’ physics performances influenced by their gender ? Are secondary school students’ physics performances influenced by their gender ? As above, the relationship is moderated by SES Homework , teacher , etc. Chapter 3 Variables and Hypotheses
Chapter 3 Variables and Hypotheses ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],In secondary school physics problem-solving, the learning performances of students learning via computers are better than that of students learning in face-to-face learning. In secondary school physics problem-solving, the learning performances of students learning via computers are different in comparison with that of students learning in face-to-face learning. Chapter 3 Variables and Hypotheses
Chapter 4 Ethics and Research ,[object Object],[object Object],[object Object]
Self-Check Exercises ,[object Object],[object Object],[object Object],[object Object],[object Object]
Self-Check Exercises ,[object Object],[object Object],[object Object],[object Object],[object Object]
Self-Check Exercises ,[object Object],[object Object],[object Object],[object Object],[object Object]
Self-Check Exercises ,[object Object],[object Object],[object Object],[object Object],[object Object]
Self-Check Exercises ,[object Object],[object Object],[object Object],[object Object],[object Object]
Next course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Sept07 college 1

  • 1. Methoden en Technieken Dr. Ning DING September 07 2010
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  • 4. Chapter 1 The Nature of Research
  • 5. Chapter 1 The Nature of Research
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Editor's Notes

  1. Waarom methodologie? Doorprikken van prietpraat, valse intuïtie en zogenaamde autoriteit Wetenschappelijk geschoolde levenslang lerende professional Zelfstandig uitvoeren van onderzoek Zintuigelijke waarneming Overeenstemming Expert-kennis Logica De wetenschappelijke methode: een propositie/bewering wordt aan een empirische toets onderworpen
  2. Waarom methodologie? Doorprikken van prietpraat, valse intuïtie en zogenaamde autoriteit Wetenschappelijk geschoolde levenslang lerende professional Zelfstandig uitvoeren van onderzoek Zintuigelijke waarneming Overeenstemming Expert-kennis Logica De wetenschappelijke methode: een propositie/bewering wordt aan een empirische toets onderworpen
  3. Waarom methodologie? Doorprikken van prietpraat, valse intuïtie en zogenaamde autoriteit Wetenschappelijk geschoolde levenslang lerende professional Zelfstandig uitvoeren van onderzoek Zintuigelijke waarneming Overeenstemming Expert-kennis Logica De wetenschappelijke methode: een propositie/bewering wordt aan een empirische toets onderworpen
  4. Waarom methodologie? Doorprikken van prietpraat, valse intuïtie en zogenaamde autoriteit Wetenschappelijk geschoolde levenslang lerende professional Zelfstandig uitvoeren van onderzoek Zintuigelijke waarneming Overeenstemming Expert-kennis Logica De wetenschappelijke methode: een propositie/bewering wordt aan een empirische toets onderworpen
  5. Waarom methodologie? Doorprikken van prietpraat, valse intuïtie en zogenaamde autoriteit Wetenschappelijk geschoolde levenslang lerende professional Zelfstandig uitvoeren van onderzoek Zintuigelijke waarneming Overeenstemming Expert-kennis Logica De wetenschappelijke methode: een propositie/bewering wordt aan een empirische toets onderworpen
  6. Waarom methodologie? Doorprikken van prietpraat, valse intuïtie en zogenaamde autoriteit Wetenschappelijk geschoolde levenslang lerende professional Zelfstandig uitvoeren van onderzoek Zintuigelijke waarneming Overeenstemming Expert-kennis Logica De wetenschappelijke methode: een propositie/bewering wordt aan een empirische toets onderworpen
  7. Waarom methodologie? Doorprikken van prietpraat, valse intuïtie en zogenaamde autoriteit Wetenschappelijk geschoolde levenslang lerende professional Zelfstandig uitvoeren van onderzoek Zintuigelijke waarneming Overeenstemming Expert-kennis Logica De wetenschappelijke methode: een propositie/bewering wordt aan een empirische toets onderworpen
  8. Soorten onderzoek Experimenteel onderzoek Correlationeel onderzoek Causaal-vergelijkend onderzoek Survey onderzoek Etnografisch onderzoek Historisch onderzoek Actie-onderzoek
  9. Soorten onderzoek Experimenteel onderzoek Correlationeel onderzoek Causaal-vergelijkend onderzoek Survey onderzoek Etnografisch onderzoek Historisch onderzoek Actie-onderzoek
  10. Soorten onderzoek Experimenteel onderzoek Correlationeel onderzoek Causaal-vergelijkend onderzoek Survey onderzoek Etnografisch onderzoek Historisch onderzoek Actie-onderzoek
  11. Soorten onderzoek Experimenteel onderzoek Correlationeel onderzoek Causaal-vergelijkend onderzoek Survey onderzoek Etnografisch onderzoek Historisch onderzoek Actie-onderzoek
  12. Soorten onderzoek Experimenteel onderzoek Correlationeel onderzoek Causaal-vergelijkend onderzoek Survey onderzoek Etnografisch onderzoek Historisch onderzoek Actie-onderzoek
  13. Soorten onderzoek Experimenteel onderzoek Correlationeel onderzoek Causaal-vergelijkend onderzoek Survey onderzoek Etnografisch onderzoek Historisch onderzoek Actie-onderzoek
  14. Soorten onderzoek Experimenteel onderzoek Correlationeel onderzoek Causaal-vergelijkend onderzoek Survey onderzoek Etnografisch onderzoek Historisch onderzoek Actie-onderzoek
  15. Soorten onderzoek Experimenteel onderzoek Correlationeel onderzoek Causaal-vergelijkend onderzoek Survey onderzoek Etnografisch onderzoek Historisch onderzoek Actie-onderzoek
  16. Soorten onderzoek Experimenteel onderzoek Correlationeel onderzoek Causaal-vergelijkend onderzoek Survey onderzoek Etnografisch onderzoek Historisch onderzoek Actie-onderzoek
  17. Waarom methodologie? Doorprikken van prietpraat, valse intuïtie en zogenaamde autoriteit Wetenschappelijk geschoolde levenslang lerende professional Zelfstandig uitvoeren van onderzoek Zintuigelijke waarneming Overeenstemming Expert-kennis Logica De wetenschappelijke methode: een propositie/bewering wordt aan een empirische toets onderworpen
  18. Een goede onderzoeksvraag
  19. Een goede onderzoeksvraag
  20. Qualitative data is descriptive information ( describes something) Quantitative data, is numerical information (numbers). Discrete data can only take certain values (like whole numbers) Continuous data can take any value (within a range)
  21. D To conduct an experiment, the researcher must have control of important variables, or characteristics, of the study. The researcher decides on what interventions to use and then can assign the study participants to different conditions where these different interventions are used. A study of the effectiveness of concept maps is most likely to be an experiment since the researcher can place some participants in a condition that will use concept maps and others in a condition that will not use these concept maps. The researcher will then compare the achievement levels after participants have spent some time in the conditions. Thus, the researcher intervenes in the environment to establish the conditions, controls other factors, and measures the outcomes.
  22. B Feedback: Correlational research is for examining relationships among two or more variables that are measured for a single group. Causal-comparative research compares two or more existing groups.
  23. C Feedback: An ethnographic study is a type of qualitative research. Such studies are usually conducted over relatively long periods of time so as to accurately document the characteristics and social interactions of a group. Various methods are employed for collecting data so that the description can be as complete as possible. Survey research is a type of research that obtains data to determine specific characteristics of a group, for example, how a faculty feels about a particular administrator. A content analysis is a method that permits researchers to study human behavior unobtrusively. Historical research is a method used to study some aspect of the past by perusing documents of the period or by interviewing individuals who lived during the time.
  24. D Feedback: A combination of quantitative and qualitative methods defines mixed methods research.
  25. B Feedback: Critical researchers believe most researchers take too much for granted regarding reality, values, assumptions and outcomes for society.