Empirical-analytical methodological research in environmental education: response to a negative trend in methodological and ideological discussions

Sharon Connell

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Empirical-analytical methodological research in environmental education: response to a negative trend in methodological and ideological discussions

机译：环境教育中的实证分析方法论研究：对方法论和意识形态讨论中消极趋势的回应

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The purpose of this paper is to contribute to methodological discourse about research approaches to environmental education. More specifically, the paper explores the current status of the 'empirical-analytical methodology' and its 'positivist' (traditional- and post-positivist) ideologies, in environmental education research through the critical analysis of three criticisms outlined in Robottom & Hart (1995). Their negative discussion of this methodology relates to its ideology and assumptions it makes about the purpose and role of the environmental education curriculum and goals, teachers, students, learning, teaching content and environmental action(s). It is suggested that their critiques misrepresent empirical-analytical methodology in their dismissal of it as behaviourist and/or traditional positivist in nature and, consequent undesirability in research in environmental education. Such discussions of the perversity of 'positivist' empirical-analytical methodology are not constructive. This paper seeks to reorient the debate by providing a critical analysis of the arguments proffered by Robottom & Hart as a way of opening opportunities for diverse pathways of research in environmental education.

机译：本文的目的是为环境教育研究方法的方法论讨论做出贡献。更具体地说，本文通过对Robottom＆Hart（1995）中概述的三种批评的批判性分析，探讨了“经验分析方法”及其“实证主义者”（传统和后实证主义者）意识形态在环境教育研究中的现状。）。他们对这种方法论的否定讨论与它的意识形态和假设有关，它关于环境教育课程和目标，教师，学生，学习，教学内容和环境行动的目的和作用。建议他们的批评误导了经验分析方法，因为他们认为它本质上是行为主义者和/或传统的实证主义者，因此不适合进行环境教育研究。这种关于“实证主义”经验分析方法论的颠倒性的讨论不是建设性的。本文旨在通过对Robottom＆Hart提出的论点进行批判性分析来重新定位辩论，以为环境教育研究的各种途径提供机会。

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《Environmental Education Research》 |2006年第4期|p.523-538|共16页
作者
Sharon Connell;
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Griffith University, Australia;

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正文语种 eng
中图分类环境科学、安全科学;
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Empirical-analytical methodological research in environmental education: response to a negative trend in methodological and ideological discussions

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