Idiosyncratic cases and hopes for general validity: what education research might learn from ecology

• Autores: David Hammer, Julia Gouvea, Jessica Watkins
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 41, Nº 4, 2018, págs. 625-674
• Idioma: inglés
• DOI: 10.1080/02103702.2018.1504887
• Títulos paralelos:
  • Casos idiosincrásicos y expectativas de validez general: lo que la investigación en educación puede aprender de la ecología
• Enlaces
  • Texto completo
• Resumen
  • español

    Reflexionamos sobre nuestras dificultades con el rigor y la validez en un proyecto basado en análisis de diversos estudios de caso: ¿Cómo pueden aportar a la investigación resultados de validez perdurable las instancias particulares de aprendizaje, con todas sus peculiaridades y sus dinámicas idiosincrásicas? En este artículo, nos enfocamos en el ámbito de la ecología, que se enfrenta a dificultades similares, para aprender sobre sus objetivos y métodos de sus investigaciones.

  • English

    We reflect on our ongoing struggles with rigour and validity in a project based on case study analyses: How can particular instances of learning, with all their idiosyncratic details and dynamics, contribute findings of lasting value to education? For this essay, we look to the field of ecology, which has faced similar challenges, for insights into the goals and methods of research

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