Eğitim Araştırmalarında Kuramın Ölümü

Bu çalışma, David Geelan'ın Alberta Üniversitesi'ndeyken, 2003 yılında Complexity Science and Educational Research Conference'nda sunduğu bildirinin tam metninin Türkçe çevirisidir. Kaynak:David Geelan; Proceedings of the 2003 Complexity Science and Educational Research ConferenceOctober 16–18 • Edmonton, Canada • pp. 169–18 
Anahtar Kelimeler:

Eğitim Araştırmaları, Kuram

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  • Chalmers, A.F. (1982). What is this Thing Called Science? (2nd ed.). St Lucia, Qld: University of Queensland Press.
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  • Denzin, N.K. & Lincoln, Y.S. (1994). Handbook of qualitative research. Thousand Oaks, CA: Sage.
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  • Eisner, E.W. (1998). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Upper Saddle River, N.J.: Merrill.
  • Fals Borda, O. (1979). Investigating reality in order to transfom it: The Colombian experience. In Stephen Kemmis & Robin McTaggart, eds., The Action Research Reader. Deakin University, Geelong.
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  • Feyerabend, P.K. (1987). Farewell to Reason. Verso, London.
  • Gage, N.L. (1989) The paradigm wars and their aftermath: a “historical” sketch of research on teaching since 1989. Educational Researcher 18(7): 4–10.
  • Geelan, D.R. (2001a). The empty centre: Power/knowledge, relationships and the myth of ‘student centred teaching’ in teacher education. Australian Journal of Teacher Education, 26(2): 27–37.
  • Geelan, D.R. (2001b). Feyerabend revisited: Epistemological anarchy and disciplined eclecticism in educational research. Australian Educational Researcher, 28(1): 129–146.
  • Geelan, D.R. (2000). Sketching some postmodern alternatives: Beyond paradigms and research programs as referents for science education. Electronic Journal of Science Education, 5(1). https://wolfweb.unr.edu/homepage/crowther/ejse/geelan.html
  • Gutting, G. (1980). Paradigms and Revolutions: Appraisals and Applications of Thomas Kuhn’s Philosophy of Science, Notre Dame: University of Notre Dame Press.
  • Habermas, J. (1971). Knowledge and Human Interests. Translated by J.J. Shapiro. Boston: Beacon Press.
  • Kuhn, Thomas S. (1970). The Structure of Scientific Revolutions. University of Chicago Press, Chicago.
  • Lakatos, I. (1970). ‘Falsifications and the methodology of scientific research programs’, in Imre Lakatos & Alan Musgrave (Eds.), Criticism and the Growth of Knowledge. Cambridge University Press, Cambridge.
  • Laidlaw, M. & Whitehead, J. (1995, April). An educational epistemology of practice. Paper presented in the Self-Study of Teacher Education Practices Special Interest Group, AERA, San Francisco.
  • Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1): 3–24.
  • Paulston, R.G. (1990). From paradigm wars to disputatious community. Comparative Education Review 34(3): 395–400.
  • Polkinghorne, D.E. (1992). Postmodern epistemology of practice. In Steinar Kvale (Ed.), Psychology and Postmodernism. London: Sage.
  • Popper, K.R. (1968). The Logic of Scientific Discovery. Hutchinson, London.
  • Popper, K.R. (1965). Conjectures and Refutations: The Growth of Scientific Knowledge (2nd ed.). Basic Books, New York.
  • Shulman, L.S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 3–36). New York: Macmillan.
  • Stenhouse, D. (1986). Conceptual change in science education: paradigms and language games, Science Education 70(4): 413–425.
  • Whitehead, A.J. (1989). Creating a living educational theory from questions of the kind, ‘How do I improve my practice?’ Cambridge Journal of Education, 19(1): 41–52.
İnönü Üniversitesi Eğitim Fakültesi Dergisi-Cover
  • Yayın Aralığı: Yılda 3 Sayı
  • Başlangıç: 2002
  • Yayıncı: İnönü Üniversitesi Eğitim Fakültesi Dekanı
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