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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.
Typology: Study notes
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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
< 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 ,
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
Limitations of theories
“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