KREIRANJE INOVATIVNIH ISTRAŽIVAČKIH PITANJA: PERSPEKTIVA PROBLEMATIZACIJE

Stefan R. Ninković, Olivera Č. Knežević

Апстракт


Polazeći od ideje da su istraživanja u obrazovanju postala dominantno inkrementalno-konformistička, u radu se problematizacija afirmiše kao strategija generisanja inovativnih istraživačkih pitanja. Rad započinje debatovanjem o interakciji činilaca različitih nivoa koji, pored motiva za kreiranjem relevantnog znanja, mogu imati centralni značaj u formiranju habitata i habitusa istraživača u obrazovanju. Drugi, centralni deo rada posvećen je analiziranju konstitutivnih komponenata (faza) problematizacije koja se određuje kao metodološko sredstvo kritičkog i refleksivnog preispitivanja eksplicitnih i prećutnih pretpostavki prevalentnih teorija. Konačno, rad se zaključuje konstatacijom da uprkos sveprisutnoj tendenciji istraživača da realizuju standardizovane i izomorfne studije, moguće je istraživanja obrazovanja “vratiti na pravi put” koji podrazumeva kreiranje originalnog naučnog znanja koje je društveno i pedagoški relevantno.

Кључне речи


istraživanja u obrazovanju, istraživačka pitanja, problematizacija, kritičko mišljenje

Цео текст:

PDF (Srpski)

Reference


Abbott, A. (2004). Methods of Discovery: Heuristics for the Social Sciences. London: W. W. Norton & Company.

Alvesson, M., & Sandberg, J. (2011). Generating research questions through problematization. Academy of Management Review, 36(2), 247-271.

Alvesson, M., & Sandberg, J. (2013). Constructing research questions: Doing interesting research. London: Sage.

Alvesson, M., & Sandberg, J. (2014). Habitat and habitus: Boxed-in versus box-breaking research. Organization Studies, 35(7), 967–987. doi: 10.1177/0170840614530916

Alvesson, M., & Sköldberg, K. (2009). Reflexive methodology: New vistas for qualitative research. London: Sage.

Bašić, J. (2009). Teorije prevencije: prevencija poremećaja u ponašanju i rizičnih ponašanja djece i mladih. Zagreb: Školska knjiga.

Becher, T., & Trowler, P. (2001). Academic tribes and territories: Intellectual enquiry and the culture of disciplines. McGraw-Hill Education.

Biesta, G. J. (2010). Why ‘what works’ still won’t work: From evidence-based education to value-based education. Studies in Philosophy and Education, 29(5), 491-503. doi:10.1007/ s11217-010-9191-x

Bronfenbrener, J. (1997). Ekologija ljudskog razvoja - prirodni i dizajnirani eksperimenti. Beograd: Zavod za udžbenike.

Caravita, S., Di_Blasio, P., & Salmivalli, C. (2009). Unique and interactive effects of empathy and social status on involvement in bullying. Social development, 18(1), 140-163. doi:10.1111/j.1467-9507.2008.00465.x

Ellis, B. J., Del Giudice, M., Dishion, T. J., Figueredo, A. J., Gray, P., Griskevicius, V., et al. (2012). The evolutionary basis of risky adolescent behavior: implications for science, policy, and practice. Developmental psychology, 48(3), 598-623. http://dx.doi.org/10.1037/ a0026220

Feyerabend, P. (1987). Protiv metode: Skica jedne anarhističke teorije spoznaje. Sarajevo: Veselin Masleša.

Hawkins, J. D., Catalano, R. F., & Miller, J. Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: implications for substance abuse prevention. Psychological Bulletin, 112(1), 64-105. http://dx.doi.org/10.1037/0033- 2909.112.1.64

Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. New York: Random House.

Hostetler, K. (2005). What is “good” education research?. Educational Researcher, 34(6), 16-21. doi: 10.3102/0013189X034006016

Howe, K. R. (2009). Positivist dogmas, rhetoric, and the education science question. Educational Researcher, 38(6), 428-440. doi: 10.3102/0013189X09342003

Kärnä, A., Voeten, M., Little, T. D., Poskiparta, E., Kaljonen, A., & Salmivalli, C. (2011). A large< scale evaluation of the KiVa antibullying program: Grades 4–6. Child Development, 82(1), 311-330. doi:10.1111/j.1467-8624.2010.01557.x

Kennedy, M. M. (2010). Attribution error and the quest for teacher quality. Educational Researcher, 39(8), 591-598. doi: 10.3102/0013189X10390804

Law, J. (2004). After method: Mess in social science research. London: Routledge.

Leana, C. R., & Pil, F. K. (2006). Social capital and organizational performance: Evidence from urban public schools. Organization Science, 17(3), 353-366. http://dx.doi.org/10.1287/ orsc.1060.0191

Lösel, F., & Farrington, D. P. (2012). Direct protective and buffering protective factors in the development of youth violence. American Journal of Preventive Medicine, 43(2), S8-S23. http://dx.doi.org/10.1016/j.amepre.2012.04.029

Meklaren, P. (2013). Če Gevara, Paulo Freire i pedagogija revolucije. Beograd: Eduka.

Milenković, M. (2006). Šta je (bila) antropološka refleksivnost. Etnoantropološki problemi, 1(2), 157-185.

Milenković, M. (2007). Istorija postmoderne antropologije. Posle postmodernizma. Beograd: Srpski geneaološki centar.

Ninković, S. & Knežević Florić (2014). Utemeljena teorija: znanje za teoriju i praksu. Nastava i vaspitanje, 4, 581-593.

Pluess, M., & Belsky, J. (2013). Vantage sensitivity: Individual differences in response to positive experiences. Psychological Bulletin, 139(4), 901-916. doi:10.1037/ a0030196

Reyna, V. F., & Farley, F. (2006). Risk and rationality in adolescent decision making implications for theory, practice, and public policy. Psychological science in the public interest, 7(1), 1-44. doi: 10.1111/j.1529-1006.2006.00026.x

Sandberg, J., & Alvesson, M. (2011). Ways of constructing research questions: gap-spotting or problematization?. Organization, 18(1), 23-44. doi: 10.1177/1350508410372151

Sandelowski, M. (2010). What’s in a name? Qualitative description revisited. Research in nursing & health, 33(1), 77-84. doi:10.1002/nur.20362

Steinberg, L. (2008). A social neuroscience perspective on adolescent risk-taking. Developmental review, 28(1), 78-106. doi:10.1016/j.dr.2007.08.002

Ungar, M. (2004). A constructionist discourse on resilience multiple contexts, multiple realities among at-risk children and youth. Youth & society, 35(3), 341-365. doi: 10.1177/0044118X03257030

Van de Ven, A. H. (2007). Engaged scholarship: A guide for organizational and social research: a guide for organizational and social research. Oxford: Oxford University Press.




DOI: http://dx.doi.org/10.19090/gff.2015.2.11-26

Повратни линкови

  • Тренутно нема повратних линкова