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Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.
Interdisciplinarity or interdisciplinary studies involves the combination of multiple academic disciplines into one activity. It draws knowledge from several other fields like sociology, anthropology, psychology, economics, etc. It is about creating something by thinking across boundaries. It is related to an interdiscipline or an interdisciplinary field, which is an organizational unit that crosses traditional boundaries between academic disciplines or schools of thought, as new needs and professions emerge. Large engineering teams are usually interdisciplinary, as a power station or mobile phone or other project requires the melding of several specialties. However, the term "interdisciplinary" is sometimes confined to academic settings.
Musicology is the scholarly analysis and research-based study of music. Musicology departments traditionally belong to the humanities, although some music research is scientific in focus. Some geographers and anthropologists have an interest in musicology, so the social sciences also have an academic interest. A scholar who participates in musical research is a musicologist.
Psychology is the study of mind and behavior. Its subject matter includes the behavior of humans and nonhumans, both conscious and unconscious phenomena, and mental processes such as thoughts, feelings, and motives. Psychology is an academic discipline of immense scope, crossing the boundaries between the natural and social sciences. Biological psychologists seek an understanding of the emergent properties of brains, linking the discipline to neuroscience. As social scientists, psychologists aim to understand the behavior of individuals and groups.
Research is "creative and systematic work undertaken to increase the stock of knowledge". It involves the collection, organization and analysis of evidence to increase understanding of a topic, characterized by a particular attentiveness to controlling sources of bias and error. These activities are characterized by accounting and controlling for biases. A research project may be an expansion of past work in the field. To test the validity of instruments, procedures, or experiments, research may replicate elements of prior projects or the project as a whole.
Social science is one of the branches of science, devoted to the study of societies and the relationships among individuals within those societies. The term was formerly used to refer to the field of sociology, the original "science of society", established in the 18th century. In addition to sociology, it now encompasses a wide array of academic disciplines, including anthropology, archaeology, economics, human geography, linguistics, management science, communication science, psychology and political science.
An experiment is a procedure carried out to support or refute a hypothesis, or determine the efficacy or likelihood of something previously untried. Experiments provide insight into cause-and-effect by demonstrating what outcome occurs when a particular factor is manipulated. Experiments vary greatly in goal and scale but always rely on repeatable procedure and logical analysis of the results. There also exist natural experimental studies.
In contemporary education, mathematics education—known in Europe as the didactics or pedagogy of mathematics—is the practice of teaching, learning, and carrying out scholarly research into the transfer of mathematical knowledge.
Participant observation is one type of data collection method by practitioner-scholars typically used in qualitative research and ethnography. This type of methodology is employed in many disciplines, particularly anthropology, sociology, communication studies, human geography, and social psychology. Its aim is to gain a close and intimate familiarity with a given group of individuals and their practices through an intensive involvement with people in their cultural environment, usually over an extended period of time.
Qualitative research is a type of research that aims to gather and analyse non-numerical (descriptive) data in order to gain an understanding of individuals' social reality, including understanding their attitudes, beliefs, and motivation. This type of research typically involves in-depth interviews, focus groups, or observations in order to collect data that is rich in detail and context. Qualitative research is often used to explore complex phenomena or to gain insight into people's experiences and perspectives on a particular topic. It is particularly useful when researchers want to understand the meaning that people attach to their experiences or when they want to uncover the underlying reasons for people's behavior. Qualitative methods include ethnography, grounded theory, discourse analysis, and interpretative phenomenological analysis. Qualitative research methods have been used in sociology, anthropology, political science, psychology, communication studies, social work, folklore, educational research, information science and software engineering research.
Social research is research conducted by social scientists following a systematic plan. Social research methodologies can be classified as quantitative and qualitative.
Quantitative research is a research strategy that focuses on quantifying the collection and analysis of data. It is formed from a deductive approach where emphasis is placed on the testing of theory, shaped by empiricist and positivist philosophies.
In its most common sense, methodology is the study of research methods. However, the term can also refer to the methods themselves or to the philosophical discussion of associated background assumptions. A method is a structured procedure for bringing about a certain goal, like acquiring knowledge or verifying knowledge claims. This normally involves various steps, like choosing a sample, collecting data from this sample, and interpreting the data. The study of methods concerns a detailed description and analysis of these processes. It includes evaluative aspects by comparing different methods. This way, it is assessed what advantages and disadvantages they have and for what research goals they may be used. These descriptions and evaluations depend on philosophical background assumptions. Examples are how to conceptualize the studied phenomena and what constitutes evidence for or against them. When understood in the widest sense, methodology also includes the discussion of these more abstract issues.
Learning sciences (LS) is an interdisciplinary field that works to further scientific, humanistic, and critical theoretical understanding of learning as well as to engage in the design and implementation of learning innovations, and the improvement of instructional methodologies. LS research traditionally focuses on cognitive-psychological, social-psychological, cultural-psychological and critical theoretical foundations of human learning, as well as practical design of learning environments. Major contributing fields include cognitive science, computer science, educational psychology, anthropology, and applied linguistics. Over the past decade, researchers have expanded their focus to include the design of curricula, informal learning environments, instructional methods, and policy innovations.
Grounded theory is a systematic methodology that has been largely applied to qualitative research conducted by social scientists. The methodology involves the construction of hypotheses and theories through the collecting and analysis of data. Grounded theory involves the application of inductive reasoning. The methodology contrasts with the hypothetico-deductive model used in traditional scientific research.
Mathematical psychology is an approach to psychological research that is based on mathematical modeling of perceptual, thought, cognitive and motor processes, and on the establishment of law-like rules that relate quantifiable stimulus characteristics with quantifiable behavior. The mathematical approach is used with the goal of deriving hypotheses that are more exact and thus yield stricter empirical validations. There are five major research areas in mathematical psychology: learning and memory, perception and psychophysics, choice and decision-making, language and thinking, and measurement and scaling.
Narrative inquiry or narrative analysis emerged as a discipline from within the broader field of qualitative research in the early 20th century, as evidence exists that this method was used in psychology and sociology. Narrative inquiry uses field texts, such as stories, autobiography, journals, field notes, letters, conversations, interviews, family stories, photos, and life experience, as the units of analysis to research and understand the way people create meaning in their lives as narratives.
Quantitative psychology is a field of scientific study that focuses on the mathematical modeling, research design and methodology, and statistical analysis of psychological processes. It includes tests and other devices for measuring cognitive abilities. Quantitative psychologists develop and analyze a wide variety of research methods, including those of psychometrics, a field concerned with the theory and technique of psychological measurement.
Chemistry education is the study of teaching and learning chemistry. It is one subset of STEM education or discipline-based education research (DBER). Topics in chemistry education include understanding how students learn chemistry and determining the most efficient methods to teach chemistry. There is a constant need to improve chemistry curricula and learning outcomes based on findings of chemistry education research (CER). Chemistry education can be improved by changing teaching methods and providing appropriate training to chemistry instructors, within many modes, including classroom lectures, demonstrations, and laboratory activities.
The following outline is provided as an overview of and topical guide to social science:
References
- 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Lodico, Marguerite G.; Spaulding, Dean T.; Voegtle, Katherine H. (2010). Methods in Educational Research: From Theory to Practice . Wiley. ISBN 978-0-470-58869-7.
- 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Anderson, Garry; Arsenault, Nancy (1998). Fundamentals of Educational Research. Routledge. ISBN 978-0-203-97822-1.
- 1 2 3 4 5 6 Yates, Lyn (2004). What Does Good Educational Research Look Like?: Situating a Field and Its Practices. Conducting Educational Research. McGraw-Hill International. ISBN 978-0-335-21199-9.
- 1 2 "IAR: Glossary. (n.d.)". Instructional Assessment Resources. University of Texas at Austin. 21 September 2011. Archived from the original on 13 December 2012. Retrieved 17 November 2010.
- 1 2 3 4 5 Kincheloe, Joe (2004). Rigour and Complexity in Educational Research. McGraw-Hill International. ISBN 978-0-335-22604-7.
- ↑ Scott, David; Usher, Robin (2002) [1996]. Understanding Educational Research. Routledge. ISBN 978-0-203-13192-3.
- ↑ Gorard, Stephen; Taylor, Chris (2004). Combining Methods in Educational and Social Research. McGraw-Hill International. ISBN 978-0-335-22517-0.
- ↑ Woods, Ronald; Barrow, Robin (2006). An Introduction to Philosophy of Education. Taylor & Francis. ISBN 978-0-203-96995-3.
- ↑ Brown, Barb; Dressler, Roswita; Eaton, Sarah Elaine; Jacobsen, Michele (2015). "Practicing What We Teach: Using Action Research to Learn About Teaching Action Research". The Canadian Journal of Action Research. 16 (3): 61–78. doi: 10.33524/cjar.v16i3.228 . S2CID 58941990.
- ↑ Hendricks, Cher (2016). Improving schools through Action Research: A reflective practice approach. Upper Saddle River, NJ: Pearson Education.
- ↑ McNiff, Jean (2016). You and your action research project. London, UK: Routledge.
- ↑ Mertler, Craig A. (2013-09-10). Action Research: Improving Schools and Empowering Educators (4th ed.). Los Angeles: SAGE. ISBN 9781452244426. OCLC 855491780.
- ↑ National Research Council. Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. Washington, DC: The National Academies Press, 2012. Available at
- ↑ Tyson, Charlie (14 August 2014). "Failure to Replicate". Inside Higher Ed . Retrieved 19 December 2018.
- ↑ Makel, Matthew C.; Plucker, Jonathan A. (2014). "Facts Are More Important Than Novelty". Educational Researcher. 43 (6): 304–316. doi:10.3102/0013189X14545513. S2CID 145571836.
- ↑ Aschwanden, Christie (6 December 2018). "Psychology's Replication Crisis Has Made The Field Better". FiveThirtyEight . Retrieved 19 December 2018.
- ↑ "Registered Reports". Center for Open Science . Retrieved May 20, 2021.
- ↑ Allen, Christopher; Mehler, David M. A. (2019). "Open science challenges, benefits and tips in early career and beyond". PLOS Biology. 17 (5): e3000246. doi: 10.1371/journal.pbio.3000246 . ISSN 1545-7885. PMC 6513108 . PMID 31042704. S2CID 240061030.
