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Understanding Theories and Paradigms: A Framework for Interpreting Developmental Research , Study notes of History of Education

The concept of theories and paradigms, their role in organizing facts and interpreting meaning, and the limitations and evaluative standards of developmental theories. It delves into the debates between nature and nurture, continuity and discontinuity, and knowledge generation, providing a comprehensive understanding of the theoretical foundations of developmental research.

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Uploaded on 08/03/2009

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The construction of THEORY
Theories emerge from a PARADIGM - A collection of beliefs shared by scientists, a set of agreements about how
problems are to be understood (Kuhn, 1970).
<A body of shared assumptions, beliefs, methods, and interpretations that constitute a particular vision of reality
(Royce).
<A loose collection of logically held-together assumptions, concepts, or propositions that orient thinking and
research (Bogden & Biklen)
<A theoretical orientation; a systematic set of beliefs, together with accompanying methods (Lincoln & Guba)
A paradigm is composed of various THEORIES that share the more general world view expressed by the paradigm. A
theory can be defined as
<an explanation of facts (Le Francois).
<a general principle that attempts to explain in an organized way the relationships among a number of facts or
conditions (Fond & Resnick).
<a systematic framework of principles based on organized observations of changes in behavior over time (Biehler).
<a tentative explanation of why and under what circumstances certain phenomena occur (Serafino & Armstrong).
<a set of assumptions or system of beliefs that explains what has happened in the past as well as predicts what will
happen in the future (Salkind & Ambron).
<a series of related abstract statements which define and relate phenomena (Miller).
<a set of related general statements used to explain particular facts (Hamilton & Ghatala).
<a scientifically acceptable set of principles offered to explain a phenomenon (Schunk).
=< Theories operate within a paradigmatic framework =<
Theories
<aid in organizing facts and interpreting meaning,
<represent public rather than private knowledge,
<test claims,
<seek patterns of behavior - patterns of behavior are less complex than individual behavior,
<seek generalizability,
<have structural components,
1. Hypotheses - assumptions that can be empirically tested.
2. Problems for study - phenomena to be explained
3. Principles - fundamental core concepts (specificity of meaning creates jargon)
Theory and models.
<Models are analogies drawn from something that is known extended to the unknown—their purpose is to aid
theory building, to mimic, to simplify, to illustrate. There are
1. physical models (the atom, the social system)
2. graphic models (flow charts)
3. linguistic models - metaphors
4. logical models (statistics formulas)
Limitations of theories
1. All theories reflect the paradigmatic view and bias of the researcher.
2. Theories are limited by choice of method and type of study.
3. There is always distortion in theory.
4. Theories provide incomplete explanation of human nature and behavior.
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The construction of THEORY

Theories emerge from a PARADIGM - A collection of beliefs shared by scientists, a set of agreements about how problems are to be understood (Kuhn, 1970).

< A body of shared assumptions, beliefs, methods, and interpretations that constitute a particular vision of reality (Royce). < A loose collection of logically held-together assumptions, concepts, or propositions that orient thinking and research (Bogden & Biklen) < A theoretical orientation; a systematic set of beliefs, together with accompanying methods (Lincoln & Guba)

A paradigm is composed of various THEORIES that share the more general world view expressed by the paradigm. A theory can be defined as

< an explanation of facts (Le Francois). < a general principle that attempts to explain in an organized way the relationships among a number of facts or conditions (Fond & Resnick). < a systematic framework of principles based on organized observations of changes in behavior over time (Biehler). < a tentative explanation of why and under what circumstances certain phenomena occur (Serafino & Armstrong). < a set of assumptions or system of beliefs that explains what has happened in the past as well as predicts what will happen in the future (Salkind & Ambron). < a series of related abstract statements which define and relate phenomena (Miller). < a set of related general statements used to explain particular facts (Hamilton & Ghatala). < a scientifically acceptable set of principles offered to explain a phenomenon (Schunk).

=< Theories operate within a paradigmatic framework =<

Theories

< aid in organizing facts and interpreting meaning , < represent public rather than private knowledge, < test claims, < seek patterns of behavior - patterns of behavior are less complex than individual behavior, < seek generalizability, < have structural components ,

  1. Hypotheses - assumptions that can be empirically tested.
  2. Problems for study - phenomena to be explained
  3. Principles - fundamental core concepts (specificity of meaning creates jargon )

Theory and models.

< Models are analogies drawn from something that is known extended to the unknown—their purpose is to aid theory building, to mimic, to simplify, to illustrate. There are

  1. physical models (the atom, the social system)
  2. graphic models (flow charts)
  3. linguistic models - metaphors
  4. logical models (statistics formulas)

Limitations of theories

  1. All theories reflect the paradigmatic view and bias of the researcher.
  2. Theories are limited by choice of method and type of study.
  3. There is always distortion in theory.
  4. Theories provide incomplete explanation of human nature and behavior.

“Theories provide frameworks for interpreting environmental observations and serve as bridges between research and education. Research findings can be organized and systematically linked to theories. Without theories, research findings would be disorganized collections of data, because researchers and practitioners would have no overarching frameworks to which they could be linked.” (Schunk, 1996, p. 3)

Key issues in Developmental Theory and Research

NATURE (heredity, genetic predisposition) or NURTURE (experience, environment)? CONTINUITY (development is a gradual process) or DISCONTINUITY (there are distinct stages of development)? KNOWLEDGE GENERATION (innate, external, or personal/social construction).

How can a theory be evaluated?

Standards for Appraising the Adequacy of Theories

  1. A theory is better if it accurately reflects the facts of the real world. ACCURACY
  2. A theory is better if it is stated in a way that makes it clearly understandable to anyone who is reasonably competent (reasonably competent meaning having a suitable command of language, mathematics, and logical analysis). CLARITY
  3. A theory is better if it not only explains why past events occurred but also reasonably predicts future events. It is better if it enables us to make accurate predictions about the specific behaviors of a particular child rather than only speculations about general growth patterns for a group of children. EXPLANATION AND PREDICTION
  4. A theory is better if it offers practical guidance in solving daily problems of child rearing to people responsible for the welfare of children—parents, teachers, camp counselors, pediatricians, clinical psychologists, juvenile court judges, and so on. GUIDANCE
  5. A theory is better if it is internally consistent. CONSISTENCY
  6. A theory is better if it is economical in the sense that it is founded on as few unproven assumptions as possible and requires simple mechanisms to explain all the phenomena it encompasses. ECONOMY
  7. A theory is better if it is testable (falsifiable or disconfirmable). TESTABILITY
  8. A theory is better if the evidence supporting it is convincing. STRENGTH-OF-EVIDENCE
  9. A theory is better if it is able to accommodate new data. ADAPTABILITY
  10. A theory is better if it offers reasonable answers to questions about all conceivable phenomena within the theory's line of inquiry. COMPREHENSIVENESS
  11. A theory is better if it stimulates the creation of new research techniques and the discovery of new knowledge. RESEARCH GENERATION
  12. A theory is better if it continues to attract attention and enlist adherents over an extended period of time. DURABILITY/HISTORICAL SIGNIFICANCE
  13. A good theory is self-satisfying. It explains development in a way that we feel makes good sense. It is "intuitive." SENSE AND SATISFACTION ( common sense chord )
  14. A theory is generative if it challenges the guiding assumptions of the culture and of the times, raises fundamental questions regarding contemporary social life, fosters reconsideration of what is typically taken for granted ( challenges taken-for-granted assumptions ), and generates fresh alternatives for social science. CHALLENGE AND GENERATIVITY