Search results for: Wieman Carl E.
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In this article, the author argues that there is a considerable degree of similarity between research in the hard sciences and education and that this provides a useful lens for thinking about what constitutes “rigorous” and “scientific” education research. He suggests that the fundamental property of hard science research is its predictive power, a property that can equally be applied to large- and small-scale and quantitative and qualitative research in education.
Updated: Jul. 23, 2014