‘Knowledge Must Be Contextual’: Some Possible Implications of Complexity and Dynamic Systems Theories for Educational Research

‘Knowledge Must Be Contextual’: Some Possible Implications of Complexity and Dynamic Systems Theories for Educational Research

This chapter contains sections titled: How is the Combining of Qualitative/Quantitative Methods to be Understood? ‘Critical Connections’? Problems Conceptualising and Researching Difference, Specificity and Context Complexity Theory: Redefining Order (and Chaos)? A Complexity‐Based Ontology Conceptu...

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1. Verfasser: Haggis, Tamsin
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Sprache:eng
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combining of qualitative/quantitative methods ‐ to be understood
complexity theory ‐ redefining order (and chaos)?
complexity‐based ontology
conceptualising difference, specificity and context
critical connections
knowledge must be contextual
prevailing epistemologies ‐ similarity categories, key factors, and deep structure
problems conceptualising and researching difference, specificity and context
recurrent discussions about relationship between qualitative and quantitative work
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description This chapter contains sections titled: How is the Combining of Qualitative/Quantitative Methods to be Understood? ‘Critical Connections’? Problems Conceptualising and Researching Difference, Specificity and Context Complexity Theory: Redefining Order (and Chaos)? A Complexity‐Based Ontology Conceptualising Difference, Specificity and Context Conclusion Notes References
doi_str_mv 10.1002/9781444307351.ch11
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subjects combining of qualitative/quantitative methods ‐ to be understood
complexity theory ‐ redefining order (and chaos)?
complexity‐based ontology
conceptualising difference, specificity and context
critical connections
knowledge must be contextual
prevailing epistemologies ‐ similarity categories, key factors, and deep structure
problems conceptualising and researching difference, specificity and context
recurrent discussions about relationship between qualitative and quantitative work
title ‘Knowledge Must Be Contextual’: Some Possible Implications of Complexity and Dynamic Systems Theories for Educational Research
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