n the educational field to study the educational facts, the empirical research has used different approaches, attributable to qualitative and quantitative methods. The first method, according to positivist paradigm, analyses the problem with statistical and methodological rigor, in this way it offers a better chance of reaching generalizations. The second method is linked to the paradigms of complexity, contextuality, according to a phenomenological approach, to understand educational reality in a holistic way in its uniqueness and specificity. This traditional dichotomy, between quantitative and qualitative method, is exceeded by those research designs that provide an integrated and flexible perspective, based on a combination of the two methods according to an eclectic or mixed approach. In the context of the Italian scientific community interested in conducting research on the assessment, it should be the adoption of a combined model to be applied to research in order to draw meaningful elements: a pattern that is woven in contexts where the aim of the research is to highlight the fine line between innovation and change. This happens when it is recognized that the adoption of a methodology based on combined approaches than those contradictions between the initial research standard and non-standard in order to achieve the research objectives. A multi-pronged approach is positioned within a theoretical framework connected with the need to know the paths built on the basis of prospects/quantitative. The mix methods combine the interpretation and understanding of the data with the strict size that breaks the phenomenon into its component parts using measurement processes. On epistemological basis, this paper is focused on the main differences and applications of the qualitative and quantitative method in Italian educational research, devoting a special focus to the current and innovative methodological trends that use the pluralism paradigm to deal the multi- dimensionality of the educational reality.

QUALI-QUANTITATIVE APPROACH IN EDUCATIONAL RESEARCH

MARZANO, ANTONIO;VEGLIANTE, ROSA;De Angelis, M.
2015

Abstract

n the educational field to study the educational facts, the empirical research has used different approaches, attributable to qualitative and quantitative methods. The first method, according to positivist paradigm, analyses the problem with statistical and methodological rigor, in this way it offers a better chance of reaching generalizations. The second method is linked to the paradigms of complexity, contextuality, according to a phenomenological approach, to understand educational reality in a holistic way in its uniqueness and specificity. This traditional dichotomy, between quantitative and qualitative method, is exceeded by those research designs that provide an integrated and flexible perspective, based on a combination of the two methods according to an eclectic or mixed approach. In the context of the Italian scientific community interested in conducting research on the assessment, it should be the adoption of a combined model to be applied to research in order to draw meaningful elements: a pattern that is woven in contexts where the aim of the research is to highlight the fine line between innovation and change. This happens when it is recognized that the adoption of a methodology based on combined approaches than those contradictions between the initial research standard and non-standard in order to achieve the research objectives. A multi-pronged approach is positioned within a theoretical framework connected with the need to know the paths built on the basis of prospects/quantitative. The mix methods combine the interpretation and understanding of the data with the strict size that breaks the phenomenon into its component parts using measurement processes. On epistemological basis, this paper is focused on the main differences and applications of the qualitative and quantitative method in Italian educational research, devoting a special focus to the current and innovative methodological trends that use the pluralism paradigm to deal the multi- dimensionality of the educational reality.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4655663
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