The Positive Heuristic: Directions for Progressing the Field
One of Keith's publications is
Taber, K. S. (2009). Progressing Science Education: Constructing the scientific research programme into the contingent nature of learning science. Dordrecht: Springer.
The previous chapter is Building the Protective Belt of the Progressive Research Programme
Chapter 7 is The Positive Heuristic: Directions for Progressing the Field
Contents:
- 7 The Positive Heuristic: Directions for Progressing the Field
- 7.1 What We Know Now
- 7.2 The Continuing Challenge for the RP
- 7.2.1 Post-positivist Approaches to Research: Fitness for Purpose
- 7.3 Complexity: The Need to Study Individual Learners in Depth
- 7.3.1 Exploring Cognitive Structure
- 7.3.2 Techniques for Exploring Student Thinking and Cognitive Structure
- 7.3.3 The Development of Interview Methodology
- 7.3.4 Analytical Approaches
- 7.4 Generalisability: The Value of the Methodological Pendulum
- 7.4.1 Individual Differences – And Facilitating Expert Thinking
- 7.5 Learning As a Process: The Need to Study Change
- 7.5.1 The Timescale of Learning
- 7.5.2 Two Approaches to Studying Change in Learners’ Ideas
- 7.5.3 The Nature of Cross-sectional Studies
- 7.5.4 The Nature of Longitudinal Studies
- 7.5.5 Complementarity
- 7.5.6 The Conceptual Ecology: The Need to Study Learning in Its Mental Context
- 7.6 Teaching As Facilitation of Learning: The Need to Study Learning in Classroom Contexts
- 7.6.1 Communities of Practice: The Need to Study Learning in Its Social Context
- 7.7 Natural Experiments: The Need to Compare Across Educational Contexts
- 7.7.1 Surveying Populations in Diverse Educational Contexts
- 7.7.2 Sampling a Population
- 7.8 Bringing It All Together: A Progressive Methodological Pendulum?
- 7.8.1 Testing Out Pedagogic Approaches
- 7.8.2 Interdisciplinary Research: Drawing upon Insights from Cognate Areas
- 7.9 Constructivism, Contingency and the Progressive Research Programme
