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RESEARCH PARADIGMS
Taken from http://www.southalabama.edu/coe/bset/johnson/studyq/sq2.htm
FOR EDUCATIONAL PURPOSES ONLY
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Paul H. Schurr, (2007) "Buyer-seller rel
Industrial Marketing, Vol. 22 Iss: 3, pp.
Table 1. Reproduction of Maykut andMaykut and Morehouse, 1994, Table 2.
ationship development episodes: theories and method
161 – 170
orehouse’s summary of the “postulates of the researc1)
s", Journal of Business &
h paradigms” (Source:
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RESEARCH APPROACH
Disciplined inquiry is defined as a systematic and reflective pursuit of knowledge. It clearly embraces a very wide
variety of approaches to scientific research, that can be organized by their assumptions, choices, procedures and analytical techniques. The model is presented in Figure 2. There is very little here that is new,
except perhaps the emphasis and overall vision.
The model offers a distinction between these four aspects of the research process:-
• paradigms (assumptions adopted towards truth, reality, knowledge, and how knowledge is to be used)
• strategies (choices with respect to how disciplined inquiry is to proceed)
• methods (procedures for the collection of data)
• analysis (techniques for the analysis of data).
There is no explicit distinction in this model between quantitative and qualitative research. Both are included and
organized appropriately under each aspect.
A summary of the paper presented to the 18th International Human Science Research Conference, Sheffield, UK, July 26 -
29, 1999. © Dave Hiles 1999 - Paradigms Lost - Paradigms Regained // Dave Hiles // (Psychology, De Montfort
University, Leicester. LE7 9SU. UK.)
(Email: [email protected] )
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Taken from https://choonjet0308.wordpress.com/
Taken from http://resweb.llu.edu/rford/courses/SPOL624/science_concepts.html
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Taken from http://www.idrc.ca/es/ev-56601-201-1-DO_TOPIC.html
Taken from http://inmarc.webs.com/researchmethodology.htm
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QUALITATIVE RESEARCH
Taken from http://www.southalabama.edu/coe/bset/johnson/lectures/lec12.htm
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Taken from http://www.bayyinat.org.uk/ellis04.html
Taken from http://charlottemoorby-a2media.blogspot.com/2009_09_01_archive.html
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Tomado de http://2.bp.blogspot.com/_lmscklPR2j0/SUf5uktGpGI/AAAAAAAAAAo/qdzd9E_Cs0o/s1600-
h/Mapa+conceptual+INVESTIGACI%C3%93N+CUALITATIVA.jpg
Tomado de http://milton_leonardo_c.tripod.com/tesis_practica_integrada/invcual2.gif
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ACTION RESEARCH
Action research Taken from http://www.llas.ac.uk/projects/2837
A variety of forms of action research have evolved (Carr & Kemmis, 1986) . All adopt a methodical, iterative approach
embracing problem identification, action planning, implementation, evaluation, and reflection. The insights gained from
the initial cycle feed into planning of the second cycle, for which the action plan is modified and the research process
repeated (Figure 1).
Taken from https://www.det.nsw.edu.au/proflearn/research/actres.htm
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Figure 1 adapted from Somekh in McBride [1989]. Taken fromhttp://www.enquirylearning.net/ELU/Issues/Research/Res1Ch4.html
Action Research Model
Taken from http://www.environment.gov.au/education/publications/tsw/modules/module10.html
Taken from http://e-flt.nus.edu.sg/v4n12007/shen.htm
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Tabla 2: TIPOS DE PARADIGMAS
PARADIGMA/ DIMENSIÓN POSITIVISTA INTERPRETATIVO SOCIOCRÍTICO. FUNDAMENTOS YTEORÍA QUE LO
SUSTENTA
Racionalista. Positivismo lógico.
Empirismo.
Fenomenología. Teoría interpretativa.
Teoría Crítica.
MÉTODO ASOCIADO Cuantitativo Naturalista,Cualitativo Dialéctico
NATURALEZA DE LAREALIDAD.
Objetiva, estática,única, dada,
fragmentable,convergente.
Dinámica, múltiple,holística, construida,
divergente.
Compartida,histórica,
construida,dinámica,
divergente.
FINALIDAD DE LAINVESTIGACIÓN
Explicar, predecir,controlar los
fenómenos, verificarteorías.
Leyes para regularlos fenómenos.
Comprender einterpretar la realidad,los significados de las
personas,percepciones,
intenciones y acciones.
Identificarpotencial de
cambio, emanciparsujetos.
Analizar larealidad.
RELACIÓN
SUJETO/OBJETO
Independencia. Neutralidad. No se
afectan. Investigadorexterno. Sujeto como
objeto deinvestigación.
Dependencia. Seafectan. Implicación
investigador. Interrelación.
Relación influidapor el compromiso. El investigador es
un sujeto más.
VALORES.
Neutros.Investigador libre devalores. Método es
garantía deobjetividad.
Explícitos. Influyen en lainvestigación.
Compartidos. Ideología
compartida.
TEORÍA/ PRÁCTICA.
Disociada,constituyen
entidades distintas.La teoría norma
para la práctica.
Relacionadas. Retroalimentación
mutua.
Indisociables. Relación dialéctica.
La práctica esteoría en acción.
CRITERIOS DE CALIDAD. Validez, Fiabilidad,
objetividad. Credibilidad,confirmación,
transferibilidad.
Intersubjetividad. Validez
consensuada.
TÉCNICAS: INSTRUMENTOS, ESTRATEGIAS.
Cuantitativos,medición de tests,
cuestionarios,observaciónsistemática.
Experimentación.
Cualitativos,descriptivos.
Investigador principalinstrumento. Perspectiva
participante.
Estudio de casos. Técnicas
dialécticas.
ANÁLISIS DE DATOS Cuantitativo. Estadística
descriptiva einferencial.
Cualitativo. Inducción analítica,
Triangulación.
Intersubjetivo. Dialéctico.
http://www.galeon.com/didacticacisocial/metcarmen/Met_2.HTM