‘Educational research as science?’ is a question that has been the subject of much heated debate. This short article aims to consider some of the key ideas we might invoke when attempting to conceive of educational research as science and in turn demonstrate that by considering the philosophy of science, and in particular Rowbottom’s piece, we can broaden our understanding of what counts as ‘scientific’ research.
|Title of host publication||A Companion to Research in Education|
|Editors||Alan D Reid, E. Paul Hart, Michael A. Peters|
|Publication status||Published - 2014|