Educational Research Methods
A site to support teaching and learning...
Positivistic research
Research in one of the major traditions, or paradigms, of research is often referred to as positivistic.
“The first paradigm may be considered to be ‘positivistic’. Positivism is based on an assumption that it is possible to report unambiguous truth, in terms of observable phenomena and verified facts. … A positivist approach assumes that the aims, concept, methods and model of explanation employed in the natural sciences may be applied non-problematically “ (Taber, 2013)
“Research is positivistic if it assumes it is possible to produce definitive knowledge that is objective (i.e., it can be agreed on by all informed observers); whereas interpretivist research assumes that the research relies upon the (inevitably somewhat subjective) interpretation of a particular human being who will necessarily bring his or her own idiosyncratic experiences and understanding to the interpretations made” (Taber, 2013: 45)
"When this view [positivism] is applied to educational research…All things are seen as predictable, regular, and capable of being fitted into the pre-determined structure.” (McNiff, 1992: 12)
McNiff, J. (1992). Action Research: principles and practice. London: Routledge.
“The positivist viewpoint underpinning research in this tradition is based on the belief in “a single independently existing reality [an ontological commitment] that can be accessed [an epistemological commitment] by researchers” (Greenbank, 2003: 792). It is likely that many researchers in the physical sciences would see such an assumption as reasonable, and certainly, in practice, many scientists behave as though they are revealing pre-existing truths about nature.” (Taber, 2013)
{citing: Greenbank, P. (2003). The role of values in educational research: the case for reflexivity. British Educational Research Journal, 29(6), 791-801.}
Although positivism is considered to be modelled on research in the natural sciences, a modern understanding of science is postpositivist, acknowledging that positivistic assumptions have to be moderated.
This is a personal site of Keith S. Taber to support teaching of educational research methods.
(Dr Keith Taber is Professor of Science Education at the University of Cambridge.)
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
