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Basic methods of research in pedagogy


Pedagogical reality requiresconstant study. It is difficult to overestimate the importance of pedagogy for modern society. It is a science that engages in the upbringing and education of future generations of those who become direct members of society, those who will participate in governing the country, etc. Therefore, it is important to find effective teaching methods.

As in any science, in pedagogy constantlyStudies are carried out that include experiments, observations, etc. Their goal is to obtain new knowledge, confirm theories or refute them. In particular, research is carried out, which new methods of research in pedagogy.

Getting knowledge of the surrounding pedagogicalreality is always subject to certain rules. Often these rules were formed over time, they required the hard work of many well-known teachers. But since then, they have become divided into several main groups.

Separation of methods into main groups

There are several main groups for whichshare research methods in pedagogy. All of them are aimed at knowing the objective reality. Each science operates its own research methods, they help to extract new knowledge and move forward. In pedagogy there are also such methods, but only they are classified in a different way.

The first group includestraditional pedagogical methods of research in pedagogy. As the name suggests, all methods that have been studied for a long time and which have passed into modern science by inheritance are included here. Some of these methods can take hundreds of years, and the period of their origin can relate to the time of Plato, Comenius or Pestelozzi.

Which traditional methods of scientific research inpedagogy can be distinguished? Of course, these are observations used in ancient times. Only it has nothing to do with ordinary observation, it is a much more subtle scientific process, before which specific tasks are set, and all the data obtained are subjected to profound analysis. Other methods are the study of experience and products of student creativity. They will help answer many of the questions facing educators and researchers.

An important method of research, no doubt,is a pedagogical experiment. This is a kind of experience that can be put in pedagogical research. Its main feature and difference from other methods is that it can create and simulate a specific situation that faces the researcher, while other methods help to only fix the data.

At the heart of any experiment should lieconcrete theory or hypothesis. This experience is aimed at obtaining information that will help confirm or disprove the theory. This is often deprived of other methods of research in professional pedagogy.

The experiment helps to create conditions thatsometimes it is impossible to obtain in the natural environment. This can lead to some desired result, or vice versa, the results may be negative, but based on this, you can already draw conclusions.

Relatively new are various tests,which also include research methods in pedagogy. Testing began to be used to obtain information in the 80-90s of the twentieth century. After receiving positive results, they began to spread around the world and are widely used in pedagogy.

Testing helps to compile a statisticalthe idea of ​​changes in the student's progress, about what he achieved and how it affects this or that system. They help to express qualitative changes in figures, which helps to better understand how effective even those or other methods of research in pedagogy.

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