A topic in research methodology
Before setting out on designing a research project, it is important to consider the nature of the research focus: the kind of entity it is. This can be considered an 'ontological' consideration. The nature of what is being studied should be included in the conceptual framework developed to support a formal research project as this will be important in considering the kind of knowledge about this focus that it is possible to generate through research (an 'epistemological' consideration), thus informing the research design.
Read about conceptual frameworks
Key ontological questions concern whether something is real or ideal/imaginary (consider research into school architecture or the perfect teacher); and whether it has objective existence such that different observers should agree on it (the year the Educational Reform Act was passed) or is subjective such that different people may reasonably disagree about it (the most enjoyable lesson that the students in class 7A attended this week).
We can also ask is the focus is a unique entity (Cambridge University) or one of a class (Medieval universities). Where there is a class we can consider how similar different class members are. A (school) class in which there are 30 students each issued a copy of an assigned textbook will include 30 very similar books, but 30 unique people.
If there is a class (category) then we can ask if we are dealing with a 'natural kind' – that is a kind that is found in nature (typically we might think of species of living thing, the chemical elements, or different minerals, as being reasonable examples of natural kinds). A natural kind is considered to have essential qualities. (All carbon atoms have 6 protons; all chordates have a spinal cord; all diamonds are hard…)
It may be less clear if social kinds (things that are assigned to a class by social convention) have such 'essences'. At one time it was considered necessary for a teacher at the University of Cambridge to be an unmarried man who affirmed the 39 articles of faith of the Church of England. But this was only necessary by the conventions of the time: those rules have since been relaxed!
Characteristic properties
Characterising entities may also be seen as a part of ontology
What are the characteristics of a student? (what makes someone 'count' as a student?) e.g.,
- Is it being registered on a programme of study in a registered educational institution?
- Is it spending some regular time studying?
Clearly there are a few registered students who never study, and many regular 'studiers' who are not signed up for any formal course.
What makes a school 'independent'?
In the English system there have been times when the state has sponsored some places at independent schools – so perhaps not that student fees have to be paid by the family. Most schools used to be under the auspices of a Local Education Authority, but many are now released form this local democratic control – but we do not usually think of them as independent. When free secondary education became available to all the state system absorbed many Church schools, as either voluntary controlled or voluntary aided: the latter maintained more control of policy (and shared in some of the costs) – so these schools have different degrees of independence (but are not considered independent).
In 1990s the UK Government moved Colleges of Further Education from local democratic control to become supposedly independent 'corporations' – however, legal opinion was that this move did not stop these colleges being considered 'emanations of the state', so not really independent.
We can ask these kinds of questions of any research focus.
What counts as 'conceptual change'?
What makes a science course qualify as 'integrated science'?
An example from physics might concern how a child's spinning top may spin – but only spins when a suitable torque is applied to start it spinning. However, it is in the nature of an electron to have an inherent spin. Spin is a contingent or accidental property of toy tops (they only spin when spun) but is an essential property of electrons, part of their intrinsic nature.
We might say that being able to be spun is an essential property of a spinning top, but actually spinning is not.
Source cited:
- Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
Notes:
1 Even in this case there might be complications. For example, if a Bunsen burner is so damaged that it is not serviceable, should it be included in the count? (Probably not.) If a Bunsen burner is not currently being used because its rubber hose has perished, should it be counted? (Probably yes, as it can easily be fitted with some new hose.) Without some such criteria different observers may produce different counts.
My introduction to educational research:
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
