To Find Better Methods of Learning
To create a better method of learning a researcher needs to analyze a large amount of data. Education research covers a large variety of topics: analysis of scientific journals (Wells, Kolek, Williams, & Saunders, 2015), historical research of education (Kilpatrick, 2014), effectiveness of teaching around the world (Raudenbush & Willms, 2014), analysis of educational policy (Sleeter, 2014), and many others. Hard data helps create a complete idea of which methods are effective and which are not (Abell & Lederman, 2013). Older methods can be based on incomplete information or assumptions that were prevalent in the society at the time of their creation. Therefore, these methods have to be researched and replaced if they are not effective (Reynolds et al., 2014).
To Improve Existing Teaching Methods
Similarly, education research can find ways of improving flawed techniques. The ways people accumulate and analyze information change with time and education has to improve along with them. Research can find flaws in different aspects of teaching (Cheema, 2014). For example, a study finds that graduate students often do not have enough training to effectively use higher education journals (Wells et al., 2015). Certainly, this study can be used to improve the quality of training. Equally important are the studies on younger students that show how the changing society creates different needs in education (Spodek & Saracho, 2014). Furthermore, international research of such studies can lead to more innovative improvements to education (Billig & Waterman, 2014).
To Analyze Historical Precedent for Different Types of Education
Analysis of historical data helps researchers create a new perspective on past events and judge the effectiveness of education methods of the time. Kilpatrick’s article points out past instances where an education in mathematics was required for different occupations with no evidence of better work results (2014). The article also states that researchers still do not know some of the earlier teaching techniques that led to modern education (Kilpatrick, 2014).
Inductive and Deductive Reasoning
Differences in Approach
Inductive reasoning differs from deductive in many ways. One of which is their approach to logic. Inductive reasoning takes specific information and generalizes it to create a probable statement. For example, a person who has only ever seen red fire hydrants can assume that all fire hydrants in the world are red. On the other hand, deductive reasoning works by creating a specific statement out of a general one. Firefighting equipment is colored red, fire hydrants are used by firefighters, and therefore fire hydrants are colored red (Overton, 2013).
Differences in Application
The ways these two different types of reasoning are applied in everyday life also differ. Inductive reasoning can be used to predict sports victories and weather. Deductive reasoning is utilized in mathematical equations, programming and police work (Overton, 2013).
Differences in Accuracy
Finally, the possible accuracy of results is different. Although both types can be correct or false, inductive reasoning gives less accurate results because of its reliance on generalization. While a person can assume that cars always drive on the right side of the road, it does not prove to be true is some countries of the world (Overton, 2013).
A Highlight of a Study
Topic
Christine Sleeter’s study examines other studies that find teacher education ineffective. This caught my attention because it raises the question of the true value of systematic evidence. She argues that research methods have to be changed to create better policies (Sleeter, 2014).
Highlights
Throughout the paper, Sleeter deconstructs the studies in question to prove the inconclusivity of their evidence. The points are presented in a clear way, and a possible solution is presented for the problem. This creates a strong argument against the creation of policies based on systemic evidence (Sleeter, 2014).
Contributions
This study could be effectively used as a warning for policymakers to be more thorough in their research while creating education policies. It also calls for the more careful use of systemic evidence in other studies (Sleeter, 2014).
References
Abell, S. & Lederman, N. (2013). Handbook of research on science education (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Billig, S. & Waterman, A. (2014). Studying service-learning: Innovations in education research methodology. Abingdon-on-Thames, UK: Routledge.
Cheema, J. (2014). A review of missing data handling methods in education research. Review Of Educational Research, 84(4), 487-508. Web.
Kilpatrick, J. (2014). History of research in mathematics education. In Encyclopedia of Mathematics Education. Berlin, Germany: Springer.
Overton, W. (2013). Reasoning, necessity, and logic: developmental perspectives. Hillsdale, N.J.: L. Erlbaum Associates.
Raudenbush, S. & Willms, J. (2014). Schools, classrooms, and pupils (2nd ed.). San Diego, CA: Academic Press.
Reynolds, D., Creemers, B., Nesselrodt, P., Schaffer, E., Stringfield, S., & Teddlie, C. (2014). Advances in school effectiveness research and practice (2nd ed.). Amsterdam, Netherlands: Elsevier.
Sleeter, C. (2014). Toward teacher education research that informs policy. Educational Researcher, 43(3), 146-153. Web.
Spodek, B. & Saracho, O. (2014). Handbook of research on the education of young children (2nd ed.). Hoboken, NJ: Taylor and Francis.
Wells, R., Kolek, E., Williams, E., & Saunders, D. (2015). “How we know what we know”: A systematic comparison of research methods employed in higher education journals, 1996−2000 v. 2006−2010. The Journal Of Higher Education, 86(2), 171-198. Web.