An analysis of epistemological considerations in educational research.
| dc.contributor.author | Chipindi, Ferdinand M. | |
| dc.contributor.author | Serenje-Chipindi, Janet | |
| dc.contributor.author | Daka, Harrison | |
| dc.date.accessioned | 2023-11-29T13:32:06Z | |
| dc.date.available | 2023-11-29T13:32:06Z | |
| dc.date.issued | 2020-11 | |
| dc.description | Article | |
| dc.description.abstract | This paper provides illustrative analyses of three central epistemological standpoints that are possible in education related research. The authors used these analyses to show how epistemological persuasions shape the content, approach and foci of educational research. The positivist and post-positivist paradigm is exemplified in the first part of the paper. A focused analysis of the constructivist and interpretivist paradigm then follows. Here again, authors tried to isolate and illuminate the characteristics of the conversation that illustrate its epistemological leaning. Finally, an analysis of the poststructuralist, postmodernist and critical theory paradigms. The overall aim of the paper was to exemplify these various epistemologies. | en |
| dc.identifier.citation | Chipindi, F.M., Serenje-Chipindi, J. & Daka, H. (2020). An Analysis of Epistemological Considerations in Educational Research. Journal of Lexicography and Terminology,4 (2), 105-118 | en |
| dc.identifier.issn | 2664-0899 | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8214 | |
| dc.subject | Paradigm | en |
| dc.subject | Epistemology | en |
| dc.subject | Analysis | en |
| dc.subject | Research | en |
| dc.title | An analysis of epistemological considerations in educational research. | |
| dc.type | Article | en |