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 Science Education As a Research Field Within a Domain of Enquiry
Chapter 2 is ‘Scientific’ Research in Education
Contents:
- 2.1 The Notion of Educational Science
- 2.1.1 Why Do We Need to Put a Boundary Around Science?
- 2.2 A Post-Positivist View of Science
- 2.2.1 Positivism and Objective Knowledge
- 2.2.2 Popper’s Three Worlds Model
- 2.2.3 Science, Realism and Objectivity
- 2.3 Scientific Method
- 2.3.1 The Problem of Induction
- 2.3.2 The Problem with Deduction
- 2.3.3 Another Problem with Refutations
- 2.3.4 The Complication of Instrumentation
- 2.4 The Role of Theory in Scientific Research
- 2.4.1 Kuhn and Adherence to Theory.
- 2.5 Experimental and Naturalistic Research in Science
- 2.5.1 Reductionism in Science and ‘Relational’ Perspectives
- 2.5.2 Traditional Ecological Knowledge
- 2.5.3 A Post-Positivist Notion of ‘Science’ That Can Include Education
- 2.6 Research Paradigms in Education
- 2.6.1 The Significance of Judgements About Choice of Research Paradigm
- 2.6.2 Positivist or Interpretivist
- 2.6.3 Nomothetic or Idiographic
- 2.6.4 Confirmatory or Discovery
- 2.6.5 Questioning the Dichotomy of Research Approaches in Education
- 2.7 Scientific Research in Education
- 2.7.1 A Post-Positivist Paradigm for Educational Research?
The next chapter is A Model of Science: Lakatos and Scientific Research Programmes
