Eğitim Araştırmalarında Kuramın Ölümü

Year 2020, Volume: 21 Issue: 3, 1153 - 1164, 31.12.2020

Mukaddes Erdem , Tuğba Öztürk

https://doi.org/10.17679/inuefd.492933

https://izlik.org/JA45AS52LP

Abstract

Bu çalışma, David Geelan'ın Alberta Üniversitesi'ndeyken, 2003 yılında Complexity Science and Educational Research Conference'nda sunduğu bildirinin tam metninin Türkçe çevirisidir. 

Kaynak:

David Geelan; Proceedings of the 2003 Complexity Science and Educational Research Conference
October 16–18 • Edmonton, Canada • pp. 169–18 

Keywords

Eğitim Araştırmaları , Kuram

References

• Biggiero, L. (2001). Sources of complexity in human systems. Nonlinear Dynamics, Psychology, and Life Sciences 5(1): 3–19.
• Blacker, D. (1996). Philosophy of technology and education: An invitation to inquiry. Philosophy of Education Society Yearbook. http://www.ed.uiuc.edu/EPS/PES-yearbook/94_docs/BLACKER.HTM
• Chalmers, A.F. (1982). What is this Thing Called Science? (2nd ed.). St Lucia, Qld: University of Queensland Press.
• Constant, E.W. (1973). A model for technological change. Technology and Culture, (14), 554.
• Denzin, N.K. & Lincoln, Y.S. (1994). Handbook of qualitative research. Thousand Oaks, CA: Sage.
• Denzin, N.K. & Lincoln, Y.S. (2000). Handbook of qualitative research. (2nd Ed.) Thousand Oaks, CA: Sage.
• Durbin, P.T. (1998). Advances in philosophy of technology? Comparative perspectives Techné: Journal of the Society for Philosophy and Technology, 4(1), 4-15.
• Eisner, E.W. (1998). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Upper Saddle River, N.J.: Merrill.
• Fals Borda, O. (1979). Investigating reality in order to transfom it: The Colombian experience. In Stephen Kemmis & Robin McTaggart, eds., The Action Research Reader. Deakin University, Geelong.
• Feenberg, A. (2000). From essentialism to constructivism: Philosophy of technology at the crossroads. In E. Higgs, D.Strong, and A. Light, (Eds.), Technology and the Good Life. Chicago: University of Chicago Press. [Online: http://www-rohan.sdsu.edu/faculty/feenberg/talk4.html]
• Feyerabend, P.K. (1987). Farewell to Reason. Verso, London.
• Gage, N.L. (1989) The paradigm wars and their aftermath: a “historical” sketch of research on teaching since 1989. Educational Researcher 18(7): 4–10.
• Geelan, D.R. (2001a). The empty centre: Power/knowledge, relationships and the myth of ‘student centred teaching’ in teacher education. Australian Journal of Teacher Education, 26(2): 27–37.
• Geelan, D.R. (2001b). Feyerabend revisited: Epistemological anarchy and disciplined eclecticism in educational research. Australian Educational Researcher, 28(1): 129–146.
• Geelan, D.R. (2000). Sketching some postmodern alternatives: Beyond paradigms and research programs as referents for science education. Electronic Journal of Science Education, 5(1). https://wolfweb.unr.edu/homepage/crowther/ejse/geelan.html
• Gutting, G. (1980). Paradigms and Revolutions: Appraisals and Applications of Thomas Kuhn’s Philosophy of Science, Notre Dame: University of Notre Dame Press.
• Habermas, J. (1971). Knowledge and Human Interests. Translated by J.J. Shapiro. Boston: Beacon Press.
• Kuhn, Thomas S. (1970). The Structure of Scientific Revolutions. University of Chicago Press, Chicago.
• Lakatos, I. (1970). ‘Falsifications and the methodology of scientific research programs’, in Imre Lakatos & Alan Musgrave (Eds.), Criticism and the Growth of Knowledge. Cambridge University Press, Cambridge.
• Laidlaw, M. & Whitehead, J. (1995, April). An educational epistemology of practice. Paper presented in the Self-Study of Teacher Education Practices Special Interest Group, AERA, San Francisco.
• Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1): 3–24.
• Paulston, R.G. (1990). From paradigm wars to disputatious community. Comparative Education Review 34(3): 395–400.
• Polkinghorne, D.E. (1992). Postmodern epistemology of practice. In Steinar Kvale (Ed.), Psychology and Postmodernism. London: Sage.
• Popper, K.R. (1968). The Logic of Scientific Discovery. Hutchinson, London.
• Popper, K.R. (1965). Conjectures and Refutations: The Growth of Scientific Knowledge (2nd ed.). Basic Books, New York.
• Shulman, L.S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 3–36). New York: Macmillan.
• Stenhouse, D. (1986). Conceptual change in science education: paradigms and language games, Science Education 70(4): 413–425.
• Whitehead, A.J. (1989). Creating a living educational theory from questions of the kind, ‘How do I improve my practice?’ Cambridge Journal of Education, 19(1): 41–52.