Introduction to Evidence-Based Inquiry

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Introduction to Evidence-Based Inquiry

• Guiding Principle of scientific, Evidence-Based
  Inquiry
• Definition of Research
• The Characteristics of Educational Research
• The Research process
• Quantitative and qualitative research approaches
• The Functions of research
• basic, applied,evaluation,and action
• Limitations of educational research

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Guiding Principle of scientific,
Evidence-Based Inquiry

• Evidence-based Inquiry is the search for
  knowledge using systematically gathered empirical
  data.
• A study is evidence based when investigators have
  anticipated the traditional questions that are
  pertinent and instituted techniques to avoids
  bias at each step of data collection and
  reasoning.

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Guiding Principle of scientific, Evidence-Based
Inquiry

• Guide Principle 1 Pose significant question
  that can be investigated empirically
• A question may be investigated to fill a gap in
  prior knowledge, to seek new knowledge, to
  identify the cause or causes of some
  phenomenon, or to formally test a hypothesis. A
  question may even be articulated at the end of a
  study, when the researcher has a better
  understanding of the phenomenon.

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Guiding Principle of scientific, Evidence-Based
Inquiry

• Guiding Principle 2 Link research to a relevant
  theory or conceptual framework
• Much of scientific inquiry is linked, either
  explicitly or implicitly, to some overarching
  theory or conceptual framework that guides the
  entire research process.

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Guiding Principle of scientific, Evidence-Based
Inquiry

• Guiding Principle 2 Link Research to a relevant
  theory or conceptual Framework
• Theory enters the research process in two
  important ways. First, scientific research is
  usually guided by a conceptual framework or
  theory that suggests possible questions or
  answers to questions posed.
• In a second, more subtle way, a conceptual
  framework influence the research process in the
  selection of what and how to observe (i,e.,
  methodological choice)

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Guiding Principle of scientific, Evidence-Based
Inquiry

• Guiding Principle 3Use methods that allow
  direct investigation of the research question
• A method can only be judged in terms of its
  appropriateness and effectiveness in undertaking
  a particular research question.
• Very different methodological approaches
  must often be used in different parts of a series
  of related studies.
• Guiding Principle 4. Provide a Coherent and
  explicit chain of reasoning
• A logical chain of reasoning, which proceeds
  from evidence to conclusions, is coherent,
  shareable, and persuasive to the skeptical
  reader. Detailed descriptions of procedures and
  analyses are crucial.

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Guiding Principle of scientific, Evidence-Based
Inquiry

• Guiding principle 5 Replicate/Generalize or
  Extend across Studies
• Some quantitative research aims at replication
  and generalization. Generalization, in research,
  is the extent to which the results of one study
  can be used as knowledge about other populations
  and situations.
• The goal of most qualitative research, however,
  is to illuminate what is unique and to
  understand the particulars of a specific
  situation in all its complexity. A body of
  scientific knowledge is built through the
  logical extension of finding, rather than through
  the statistical generalization of such
  information.

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Guiding Principle of scientific, Evidence-Based
Inquiry

• Guiding principle 6Disclose research to
  encourage professional scrutiny and critique.
• Scientific research does not contribute to a
  large body of knowledge until its findings have
  been widely disseminated and undergone
  professional scrutiny by peers. A collaborative,
  public critique is a sign of the health of
  scientific inquiry.

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Definition of Research

• Research is the systematic process of collecting
  and logically analyzing data for some purpose.
• Research methods have been developed for
  acquiring knowledge by reliable and valid
  procedures . Data collection may be done with
  measurement techniques, extensive interviews and
  observations, or a set of documents.

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Table characteristics of Educational Research

• Characteristics
  Quantitative
  Qualitative
• Objectivity Explicit
  description of data Explicit
  description of data
• 
  collection and analysis
  collection and analysis
• 
  procedures
  procedures
• Precision Measurement
  and statistics Detailed
  description of
• 
  
  phenomenon
• Verification Result
  replicated by others
  Extension of
• 
  
  understandings by
• 
  
  others
• Parsimonious Least
  complicated
  Summary statements
• explanation explanation
  preferred
• Empiricism Numerical date
  Narrative
• Logical reasoning Primarily
  deductive
  Primarily inductive

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The research process

• The research process typically in involves
  several phases. These phases are not always
  sequential nor are an orderly step-by-step
  process.
• 1.Select a general problem
• The problem defines the area of education in
  which research will be conducted, such as
  instruction, administration.

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The research process

• 2.Review the literature on the problem
• The most important literature is prior research
  and theory, but other literature may be useful.
• 3.Decide the specific research problem, question,
  or hypothesis
• This requires the investigator to select
  whether a quantitative or qualitative mode of
  inquiry is appropriate for the research problem.

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The research process

• 4.Determine the design and methodology
• The researcher decides form whom data will be
  collected, how the subjects will be selected, how
  data will be collected.
• 5.Collect data
• Ethical and legal concerns regarding data
  collection and analysis must also be resolved.

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The Research process

• 6.Analyze data and present the results
• Usually, summary visual representations are used,
  such as statistical table and integrative
  diagram.
• 7.Interpret the findings and state conclusions or
  a summary regarding the problem
• Decision are made about the reporting format
  appropriate for the purpose of the study and the
  intended audience or readers. The research
  process may be relatively short, or it may take
  several years or longer.

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Introduction of the quantitative and
qualitativeresearch approaches
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Basic researches include

• 1.assumptions about the world.
• 2.research purpose.
• 3.research methods and process.
• 4.prototypical study (clearest example).
• 5.researcher role.
• 6.importance of the context in the study.

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• For your reference, please look at your textbook
  page 8 ,table1-3.
• Assumptions about the world

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The functions of research

• Basic research
• Applied research
• Evaluation research
• Action research

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Limitations of educational research

• In the field of education, evidence-based
  educational research uses methodologies
  developed originally in the social sciences.

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Limitations of educational research

• Legal and ethical concerns.
• Public institutions.
• Program variability.
• Diversity.
• Complexity of research problems.
• Methodological difficulties.

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Thank you for your listening.