Abstract / Description of output
Conducting research within education has developed over the last century has seen research designs develop into complex and sophisticated forms. These research designs stem from our own understanding and our own positioning within an ontological framework. In order to think about knowledge and what it means to education requires the researcher to understand exactly what knowledge is, and Gettier provides us not so much with an answer to this difficult philosophical question but identifies for us what knowledge is not. This epistemological question is directly related to education researchers for understanding what knowledge we seek sets out research designs.
| Original language | English |
|---|---|
| Title of host publication | Building Research Design in Education |
| Subtitle of host publication | Theoretically Informed Advanced Methods |
| Editors | Lorna Hamilton, John Ravenscroft |
| Publisher | Bloomsbury |
| ISBN (Print) | 9781350019515 |
| Publication status | Published - 14 Jun 2018 |
Keywords / Materials (for Non-textual outputs)
- Philosophy, knowledge, ontology, epistemology, paradigm, Gettier, Kuhn, Positivism, constructivism.