The evaluation of research in the pedagogic field has been for long time identified as a procedure of justification and guarantee of the scientific system. Today, instead, following the increasing question of measures and ends evaluation to knowledge and anticipatory purposes, the attention is actually set on the results of research. Epistemological and methodological development of evaluation as a scientific knowledge now imposes a serious reflection on the criterions, the methods, the necessary languages not only to pursue an enough degree of correctness, reliability, completeness but to sustain a scientific quality that will be shared, recognizable, communicable, confirmable. A more wide ranging reflection is needed: a reflection that can embank the bureaucratic drift of the structural and institutional approach about evaluation of research. In this regard, C. Coryn and M. Scriven (2008) precise how evaluation of scientific research literature can be wide but, at the same time, is weaken by the lack of consensus about what is a good research (from originality to meaningfulness, from validity to ethicality). Nowadays the debate is focused on the method to be used. The aim of this study is to describe, by a content analysis, the recent practices of pedagogic research (design of research and data collection method) used in published articles (from 2004 to 2008) on most important pedagogical journals.
Design e metodi di ricerca pedagogica. Uno sguardo alle riviste di settore
PASTORE, SERAFINA MANUELA
2012-01-01
Abstract
The evaluation of research in the pedagogic field has been for long time identified as a procedure of justification and guarantee of the scientific system. Today, instead, following the increasing question of measures and ends evaluation to knowledge and anticipatory purposes, the attention is actually set on the results of research. Epistemological and methodological development of evaluation as a scientific knowledge now imposes a serious reflection on the criterions, the methods, the necessary languages not only to pursue an enough degree of correctness, reliability, completeness but to sustain a scientific quality that will be shared, recognizable, communicable, confirmable. A more wide ranging reflection is needed: a reflection that can embank the bureaucratic drift of the structural and institutional approach about evaluation of research. In this regard, C. Coryn and M. Scriven (2008) precise how evaluation of scientific research literature can be wide but, at the same time, is weaken by the lack of consensus about what is a good research (from originality to meaningfulness, from validity to ethicality). Nowadays the debate is focused on the method to be used. The aim of this study is to describe, by a content analysis, the recent practices of pedagogic research (design of research and data collection method) used in published articles (from 2004 to 2008) on most important pedagogical journals.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
