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Title: Constructivist criteria for organising and designing educational research how might an educational research inquiry be judged from a constructivist perspective?
Authors: Kemp, Sandra Joy
Keywords: DRNTU::Business::Operations management::Business ethics
Issue Date: 2012
Source: Kemp, 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.
Series/Report no.: Constructivist foundations
Abstract: Context: 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.
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: [].  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.
Fulltext Permission: open
Fulltext Availability: With Fulltext
Appears in Collections:LKCMedicine Journal Articles

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