Skip to main content
SpringerLink
Log in

The Philosophy of Science and Educational Technology Research

  • Chapter
  • First Online:
Handbook of Research on Educational Communications and Technology

Abstract

Educational technology—the study and practice of using technology to support learning and instruction—is influenced by developments in various fields such as cognitive science, information and communications technologies, and psychology. To address the broad range of questions that make up the domain of educational technology research, a variety of approaches to scientific research are relevant. To facilitate the pursuit of a diverse research agenda relying on various approaches, we discuss scientific research in the domain of educational technology, present three philosophical approaches to scientific research that are relevant to educational technology research (namely, postpositivism, constructivism, and phenomenology) along with examples, and then discuss the larger landscape of approaches to scientific inquiry. With this, we aim to contribute to expanding the domain and diversity of scientific approaches within the discipline of educational technology, thereby informing and improving subsequent educational technology research.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 229.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • AERA. (2008). Definition of scientifically based research. Retrieved January 20, 2012, from http://www.aera.net/uploadedfiles/opportunities/definitionofscientificallybasedresearch.pdf.

  • Berger, P. L., & Luckmann, T. (1967). The social construction of reality: A treatise in the sociology of knowledge. New York: Anchor Books.

    Article  Google Scholar 

  • Cilesiz, S. (2009). Educational computer use in leisure contexts: A phenomenological study of adolescents’ experiences at Internet cafes. American Educational Research Journal, 46(1), 232–274.

    Article  Google Scholar 

  • *Cilesiz, S. (2011). A phenomenological approach to experiences with technology: Current state, promise, and future directions for research. Educational Technology Research & Development, 59, 487–510.

    Google Scholar 

  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. London: Sage.

    Google Scholar 

  • Denzin, N. K. (2009). The elephant in the living room: Or extending the conversation about the politics of evidence. Qualitative Research, 9(2), 139–160.

    Article  Google Scholar 

  • Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp. 170–200). New York: Simon & Schuster Macmillan.

    Google Scholar 

  • Duschi, R. A., & Hamilton, R. J. (Eds.) (1992). Philosophy of science, cognitive psychology and educational theory and practice. Albany, NY: SUNY Press.

    Google Scholar 

  • Evans, M. A. (2011). A critical-realist response to the postmodern agenda in instructional design and technology: A way forward. Educational Technology Research and Development, 59, 799–815.

    Article  Google Scholar 

  • Feuer, M. J., Towne, L., & Shavelson, R. J. (2002). Scientific culture and educational research. Educational Researcher, 31(8), 4–14.

    Article  Google Scholar 

  • GagnĂ©, R. (1985). The Conditions of Learning and Theory of Instruction, (4th ed.), New York: Holt, Rinehart, and Winston.

    Article  Google Scholar 

  • Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of Phenomenological Psychology, 28(2), 235–260.

    Article  Google Scholar 

  • Hlynka, D. (2004). Postmodernism in educational technology: Update: 1996–2002. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (2nd ed., pp. 243–246). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Howard, D. (1994). Human-computer interactions: A phenomenological examination of the adult first-time computer experience. International Journal of Qualitative Studies in Education, 7(1), 33–49.

    Article  Google Scholar 

  • Howe, K. R. (2009). Positivist dogmas, rhetoric, and the education science question. Educational Researcher, 38(6), 428–440.

    Article  Google Scholar 

  • Husserl, E. (1969). Ideas: General introduction to pure phenomenology (W. R. B. Gibson, Trans. 5th ed.). London: George Allen & Unwin.

    Google Scholar 

  • Husserl, E. (1970a). The Crisis of European sciences and transcendental phenomenology (D. Carr, Trans.). Evanston: Northwestern University Press.

    Google Scholar 

  • Husserl, E. (1970b). Logical investigations (J. N. Findlay, Trans. Vol. 1 & 2). New York: Humanities Press

    Google Scholar 

  • Husserl, E. (1982). Cartesian meditations: An introduction to phenomenology (D. Cairns, Trans.). The Hague: Martinus Nijhoff.

    Google Scholar 

  • Januszewski, A., & Molenda, M. (2008). Definition. In A. Januszewski & M. Molenda (Eds.), Educational technology: A definition with commentary. New York: Lawrence Erlbaum.

    Google Scholar 

  • Kim, C., Keller, J. M., & Baylor, A. L. (2007). Effects of motivational and volitional messages on attitudes toward engineering: Comparing text messages with animated messages delivered by a pedagogical agent. In D. Kinshuk, D. G. Sampson, J. M. Spector, & P. Isaias (Eds.), Proceedings of the IADIS International conference of cognition and exploratory learning in digital age (CELDA) (pp. 317–320). Algarve, Portugal: IADIS press.

    Google Scholar 

  • Koetting, J. R., & Malisa, M. (2004). Philosophy, research, and education. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (2nd ed., pp. 1009–1020). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Lagemann, E. C. (2000). An elusive science. Chicago: University of Chicago Press.

    Google Scholar 

  • Mazur, J. M. (2004). Conversation analysis for educational technologists. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (2nd ed., pp. 1073–1098). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • *Nagel, E. (1994). Introduction: Philosophy in educational research. In S. R. Sharma (Ed.), Encyclopedia of modern educational research (pp. 1–16). New Delhi, India: Anmol Publications.

    Google Scholar 

  • Nichols, R. G., & Allen-Brown, V. (1996). Critical theory and educational technology. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (1st ed., pp. 226–252). Retrieved January 22, 2012, from http://www.aect.org/edtech/ed1/pdf/09.pdf

  • NSF (2012). Definitions of research and development: An annotated compilation of official resources. Retrieved January 20, 2012, from http://www.nsf.gov/statistics/randdef/fedgov.cfm.

  • Papert, S. (1980). Mindstorms: Children, computers and powerful ideas. New York: Basic Books.

    Google Scholar 

  • Parrish, P. E. (2009). Aesthetic principles for instructional design. Educational Technology Research and Development, 57, 511–528.

    Article  Google Scholar 

  • Piaget, J. (1950). Introduction Ă  la Ă©pistĂ©mologie gĂ©nĂ©tique. Paris: Presses Universitaires de France.

    Google Scholar 

  • Pirnay-Dummer, P., Ifenthaler, D., & Spector, J. M. (2010). Highly integrated model assessment technology and tools. Educational Technology Research and Development, 58(1), 3–18.

    Article  Google Scholar 

  • *Popper, K. (1963). Conjectures and refutations: The growth of scientific knowledge. London: Routledge.

    Google Scholar 

  • Ross, S. M., Morrison, G. R., Hannafin, R. D., Young, M., van den Akker, J., Kuiper, W., et al. (2007). Research designs. In J. M. Spector, M. D. Merrill, J. van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 715–761). New York: Lawrence Erlbaum.

    Google Scholar 

  • Savenye, W. C., & Robinson, R. S. (2004). Qualitative research issues and methods: An introduction for educational technologists. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (2nd ed., pp. 1045–1071). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Schuh, K. L., & Barab, S. A. (2007). Philosophical perspectives. In J. M. Spector, M. D. Merrill, J. van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 67–82). New York: Lawrence Erlbaum.

    Google Scholar 

  • *Scriven, M. (1960). The methodology of educational research. Review of Educational Research, 30(5), 422–429.

    Google Scholar 

  • Sheehan, M. D., & Johnson, R. B. (2011). Philosophical and methodological beliefs of instructional design faculty and professionals. Educational Technology Research & Development, published online 13 Oct 2011, DOI: 2010.1007/s11423-11011-19220-11427.

    Google Scholar 

  • Solomon, D. L. (2000). Toward a postmodern agenda in instructional technology. Educational Technology Research and Development, 48(4), 5–20.

    Article  Google Scholar 

  • Spector, J. M. (2007). Theoretical foundations. In J. M. Spector, M. D. Merrill, J. van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 21–28). New York: Lawrence Erlbaum.

    Google Scholar 

  • *Spector, J. M. (2012). Foundations of educational technology: Integrative approaches and interdisciplinary perspectives. New York: Routledge.

    Google Scholar 

  • Spector, J. M., & Merrill, M. D. (Eds.) (2008). Special issue: Effective, efficient and engaging (E3) learning in the digital age. Distance Education, 29(2).

    Google Scholar 

  • Spector, J. M., Polson, M. C., & Muraida, D. J. (1993). Automating instructional design: Concepts and issues. Englewood Cliffs, NJ: Educational Technology.

    Google Scholar 

  • *Suppes, P. (1978). Impact of research on education: Some case studies. Washington, DC: National Academy of Education.

    Google Scholar 

  • Wittgenstein, L. (1922). Tractatus Logico-Philosophicus (C. K. Ogden, Trans.). London: Routledge & Kegan Paul.

    Google Scholar 

  • Wittgenstein, L. (1953). Philosophical investigations. (G.E.M. Anscombe, Trans.). Oxford, UK: Blackwell.

    Google Scholar 

  • Yeaman, A. R. J., Hlynka, D., Anderson, J. H., Damarin, S. K., & Muffoletto, R. (1996). Postmodern and poststructuralist theory. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (1st ed., pp. 253–295).

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Studies, The Ohio State University, 29 West Woodruff Ave., 141 Ramseyer Hall, Columbus, OH, 43210, USA

    Sebnem Cilesiz

  2. Department of Learning Technologies, College of Information, University of North Texas, 3940 N. Elm St., G150, Denton, TX, 76207, USA

    J. Michael Spector

Authors
  1. Sebnem Cilesiz
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. J. Michael Spector
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sebnem Cilesiz .

Editor information

Editors and Affiliations

  1. , Department of Learning Technologies, C, University of North Texas, North Elm 3940, Denton, 76207-7102, Texas, USA

    J. Michael Spector

  2. W. Sunset Blvd. 1812, St. George, 84770, Utah, USA

    M. David Merrill

  3. , Centr. Instructiepsychol.&-technologie, K.U. Leuven, Andreas Vesaliusstraat 2, Leuven, 3000, Belgium

    Jan Elen

  4. Research Drive, Iacocca A109 111, Bethlehem, 18015, Pennsylvania, USA

    M. J. Bishop

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media New York

About this chapter

Cite this chapter

Cilesiz, S., Spector, J.M. (2014). The Philosophy of Science and Educational Technology Research. In: Spector, J., Merrill, M., Elen, J., Bishop, M. (eds) Handbook of Research on Educational Communications and Technology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_71

Download citation

Publish with us

Policies and ethics

Search

Navigation