These reflections are the product of my spare time and the readings of each one of the texts analyzed with the postgraduate participants, from which the conclusions, actions and investigative work processes have been evaluated. For whom and for what do I reflect? Research texts are useful for students and teachers.
The idea
Obstacle - Problem
The idea at its beginning is an emotional quality of a situation (Dewey quoted by Kerlinger 2001). It is the first step of the investigation. At this stage, an idea expressed in the form of a problem, responsible and reasonably understandable, should be brought to light.
The researcher from the beginning must live with her, think about her, fight with her, live for and with her. You must love it in order to let the scientific community know that there is a problematic situation. The problem is based on the initial idea, it is a present difficulty in each of the phases of the investigation, being the most important part of the process.
Title:
It arises from the idea
- It must express the universal nature of the topic to be investigated. Indicate the discipline in which the research is framed. Allow classification according to the line of research. Help to summarize and locate the works accurately.
The words that make it up should be carefully selected to avoid unnecessary confusion (ideally between 10 and 15 words without spatial contextualization.
It is specifically presented. It contains only the variable (s) in a disciplinary-philosophical context (cognitive, axiological, epistemological.
Example of a doctoral thesis title in process:
Determine the hermeneutics of teacher discourse in the cognitive context of students of social communication
Determine = Set the terms of an event or variable
General objective
Establish the renovating vision of the educational supervisor in correspondence with the self-training of the teacher of basic education of the Dabajuro Municipality of the Falcon State
Establish = leave proven and firm a principle, an idea, a theory. Research in Process.
Specific objectives
Exploratory Phase:
It is the most elementary level of scientific research. It is a mandatory phase in theoretical and empirical inquiry.
- Detect: (discover the existence of something not evident) Identify: (recognize if an object is what is supposed) Explore: (record a thing or event) Investigate: (find out about something) Know: (perceive some aspect of an object under study) Probing: (make the first inquiries about something)
On the principles, elements, statements, particularities or arguments of the variable ---- X --- to choose the alternatives for solving problems that originate from or in relation to --Y--.
Descriptive Phase:
It is the second phase or level of complexity of scientific thought.
- Diagnose: (make a judgment about a situation or object) Examine: (Deepen the study of some discipline, event) Define: (Its purpose in mentioning the pre-established qualities or characteristics of a phenomenon, group or person) Classify: (order or group by class) Characterize: (List the qualities or attributes that distinguish one thing from the other) Compare: (fix attention on two objects to describe their similarities and differences) Analyze: (decompose a whole into its parts Describe: (Mention the qualities or pre-established characteristics of an individual, group or phenomenon Identify: (recognize if an object is what is supposed)
On relationships, evidence, relevance, parts, ideas, causes, effects, veracity, defects.
Explanatory Phase:
Its fundamental purpose is to determine the origin or cause of the phenomenon, and the reason for things is satisfied by contributing to the scientific community.
- Check: (Confirm the veracity of something or object) Demonstrate: (Test a proposition with arguments) Determine: (Set the terms of a thing) Establish: (Leave an idea demonstrated and signed) Explain: (State the reason or why of some phenomenon) Relate: (Put binding facts or ideas into connection) Verify: (Test the veracity of something)
About Purposes, means, efficiency, utility, alternatives, action plans, solutions, facts, specifications.
Justification of the investigation
Methodological utility:
Can you help create a new instrument to collect and analyze data? Does it help to study a population? Does it help the definition of concepts, variables or relationship between variables?
Theoric value:
Will any knowledge gap ever be filled? What do you hope to know that was not known before? Will the information obtained be used to comment, develop or support a theory?
Social relevance:
Who will benefit from the research? In what way? What social projection does it have?
Research Justification:
As an example, this research is justified:
- Because, there is a deficit of concepts, theories and I basic information about ---–. Given the absence of a theoretical platform to set strategies for change T to seek solutions to the situations posed. Because, social change in the context of educational L or legal requires the integration of personal goals to strengthen --- For, the absence of instruments to measure the incidence of XXXXXXXXX on YYYYYYYYY in accordance with the situation confronted.
Practical implications:
Will it help solve a practical problem?
Do you have any incidence or significance to solve practical problems?
They are the reasons why the investigation is carried out. Answer the reason for the investigation
Why do you do the research?
Quantitative and Qualitative Methodology
Philosophical Base The Investigator
- Quantitative: (a positivist) deals with the facts, the causes of social phenomena and is disinterested in the subjective states of people Qualitative: (a phenomenologist) deals with understanding human behavior from the point of view of its authors natural.
Research paradigm
The researcher tends to see the world from a causal, deterministic, predictive perspective, which allows him to identify and isolate variables in an experimental climate objectively.
The qualitative researcher accepts the subjectivity, values and expectations of the subjects are an indispensable component of their study. It is a combination of subjectivities to agree (intersubjectivity).
Its purposes:
- The quantitative researcher sets out to verify hypotheses, variables or events; the naturalist, qualitative or phenomenologist sets out to discover phenomena and understand them in their natural context.
His stance
- The traditional positivist researcher tries to reduce reality by imposing prefabricated antecedent conditions on him, with a structured, focused, singular position. The naturalist takes an expansionist perspective in search of everything with an open and exploratory mind.
His design
The quantitative researcher designs his experiment in detail, in a fixed, pre-established way, and he is not allowed to alter it.
The naturalist researcher is part of the problem, he does not make a detailed preliminary design; design emerges as research progresses, from the changing conditions of contexts and concrete situations; therefore, use emergent, flexible and comprehensive designs.
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