KOKYBINIU TYRIMU METODOLOGIJA BITINAS PDF

Žydžiūnaitė V. Kokybinių tyrimų . Qualitative researches are often described as naturalistic researches (Bitinas, . Moklsinių tyrimų metodologija ir metodai. Authors: Bitinas, [email protected] Pedagogika; Document Type: Article; Keywords: edukologinių tyrimų metodologija kiekybiniai tyrimai kokybiniai tyrimai Daroma išvada, kad kiekybiniai ir kokybiniai tyrimai atstovauja skirtingas. Bitinas B., Rupšienė L., Žydžiūnaitė V. Kokybinių tyrimų metodologija (Qualitative Research Methodology). Klaipėda, Kardelis K. Mokslinių tyrimų.

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In science metrology, cognition objects of similar nature arc referred to as low conditioned systems. Position of the researcher elimination of the re searcher the researcher as an instrument of research. While implementing the quantitative research technology, sets of features qualifying the object should be provided in advance and search for the links of their internal structure and external relations metldologija be substantiated; a qualitative research based on holistic approach to education should be founded on elimination of preconceived preconditions and a deep perception of behaviour of individuals.

A number of specific problems of research conduct were revealed. Two approaches to scientific problem solutions have entrenched: The mission of the science of education is to reveal what is not known, to manifest new truths, ideas and methods of activity optimisation, to improve the present reality of education and to mdtodologija a new one; description and explanation of the reality is not enough the most important goal is to provide ways to improve it.

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The comparative analysis revealed the following key differences between quantitative and qualitative researches: However, users may print, download, or email articles for individual use.

The proposition that quality is quantity not yet revealed by scientific researches has been fully adopted by natural sciences; representatives of social sciences are still discussing its validity, though they agree that objects of such sciences are still of stochastic statistical nature.

No warranty is given about the accuracy of the copy. Thus, though on the basis of modern scientific cognition, it can be stated that education phenomena exist objectively, scientific researches may only allow for more or less reliable results of education cognition.

EBSCOhost | | EDUKOLOGINIŲ TYRIMŲ METODOLOGINIAI VINGIAI.

While conducting researches and formulating conclusions, an education scientist may employ such estimations as ‘often’, ‘rarely’, etc. The article discusses the competition between qualitative and quantitative researches which has entrenched in the science of education over the last decade as well as its challenges to methodological culture as to main condition of acknowledgment of educational research results.

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However, remote access to EBSCO’s databases from non-subscribing institutions is not allowed if the purpose of the use is for commercial gain through cost reduction or avoidance for a non-subscribing institution. This abstract may be abridged. Users should refer to the original published version of the material for the full abstract. Both the paradigms are concretised applying specific technologies.

Qualitative researches; emphatically accepted position of a researcher as an instrument of the research; dependence of primary research information on the peculiarities of the language of such data tyrkmu the language in which the research data is revealed: Remote access to EBSCO’s databases is permitted to patrons of kokybbiniu institutions accessing from remote locations for personal, non-commercial use. It is concluded that quantitative and qualitative cognition of education phenomena may be interpreted as two methodological paradigms, the application of which is based not on a confrontation but rather on a mutual scientific tolerance.