dc.contributor.authorKemp, Sandra Joy
dc.date.accessioned2014-10-20T02:20:38Z
dc.date.available2014-10-20T02:20:38Z
dc.date.copyright2012en_US
dc.date.issued2012
dc.identifier.citationKemp, S. J. (2012). Constructivist criteria for organising and designing educational research how might an educational research inquiry be judged from a constructivist perspective? Constructivist foundations, 8(1), 118-125.en_US
dc.identifier.urihttp://hdl.handle.net/10220/24080
dc.description.abstractContext: Ernst von Glasersfeld's radical constructivism has been very influential in education, particularly in mathematics and science education. Problem: There is limited guidance available for educational researchers who wish to design research that is consistent with constructivist thinking. Von Glasersfeld's radical constructivism, together with the theoretical perspectives outlined by constructivist educational researchers such as Guba and Lincoln, can be considered as a source of guidance. Method: The paper outlines a constructivist knowledge framework that could be adopted for educational research. The discussion considers how judgement of what counts as knowledge could be made, and how the set of procedures chosen could enable the researcher to represent the findings of the inquiry as knowledge. Results: An argument is made for researchers to explicate the criteria for judging an inquiry. Each criterion can then be linked to the standards to be reached and the techniques for generating data. The joint satisfaction of criteria and techniques for a constructivist inquiry creates conditions that indicate the "trustworthiness" or "authenticity" of an educational research study. Implications: The illustration of how a constructivist inquiry could be judged recognises how the contribution of von Glasersfeld's radical constructivism can be used to inform the practice of educational research. Constructivist content: The argument presented in the paper links to radical constructivism and suggests ways in which it can be applied in the context of educational research.en_US
dc.format.extent9 p.en_US
dc.language.isoenen_US
dc.relation.ispartofseriesConstructivist foundationsen_US
dc.rights© 2012 The Author (Constructivist Foundations). This paper was published in Constructivist Foundations and is made available as an electronic reprint (preprint) with permission of The Author (Constructivist Foundations). The paper can be found at the following official URL: [http://www.univie.ac.at/constructivism/journal/8/1/118.kemp].  One print or electronic copy may be made for personal use only. Systematic or multiple reproduction, distribution to multiple locations via electronic or other means, duplication of any material in this paper for a fee or for commercial purposes, or modification of the content of the paper is prohibited and is subject to penalties under law.en_US
dc.subjectDRNTU::Business::Operations management::Business ethics
dc.titleConstructivist criteria for organising and designing educational research how might an educational research inquiry be judged from a constructivist perspective?en_US
dc.typeJournal Article
dc.contributor.schoolLee Kong Chian School of Medicine
dc.identifier.openurlhttp://www.univie.ac.at/constructivism/journal/8/1/118.kemp
dc.description.versionPublished versionen_US


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