Journal Article Analysis
Journal Article Analysis tgkoontz University of Phoenix
Abstract
A Week 3 assignment in the class, PHL/717 Constructing Meaning, required a philosophical analysis of an article in the Journal of Psychology. The article investigated how the connection between knowledge and learning influenced individuals to think about controversial everyday issues. The analysis included identifying philosophical assumptions, explaining practical significance and applicability, and relating assumptions and methodology to class readings.
Journal Article Analysis An article in the Journal of Psychology investigated how the connection between knowledge and learning influenced individuals to think about controversial everyday issues. The completion of a questionnaire followed by a series of questions about two controversial issues produced the conclusions of this research paper. This analysis of that research identifies the philosophical assumptions behind the research and methodology, explains the practicality of the assumptions, and examines the effect on the research’s applicability. Finally, a relationship with post-positivist thinking is established.
Assumptions
The premise for the research study by Schommer-Aikins and Hutter (2002) engulfed an interest in looking beyond the classroom to see how epistemological beliefs influence the very ordinary people think about contemporary controversial issues. Prior research focused on the development of epistemological beliefs and influence on thinking in academia (p. 7). Accumulating evidence revealed links between epistemological beliefs and higher order thinking. The authors expanded their research to a larger outside population with varying degrees of education, a wide range of ages as well as diverse life experiences. Most epistemological researchers thought of personal epistemology as a complex, one-dimensional belief (Schommer-Aikins, 2002). Schommer, in earlier studies, conceived of these beliefs
Abstract
A Week 3 assignment in the class, PHL/717 Constructing Meaning, required a philosophical analysis of an article in the Journal of Psychology. The article investigated how the connection between knowledge and learning influenced individuals to think about controversial everyday issues. The analysis included identifying philosophical assumptions, explaining practical significance and applicability, and relating assumptions and methodology to class readings.
Journal Article Analysis An article in the Journal of Psychology investigated how the connection between knowledge and learning influenced individuals to think about controversial everyday issues. The completion of a questionnaire followed by a series of questions about two controversial issues produced the conclusions of this research paper. This analysis of that research identifies the philosophical assumptions behind the research and methodology, explains the practicality of the assumptions, and examines the effect on the research’s applicability. Finally, a relationship with post-positivist thinking is established.
Assumptions
The premise for the research study by Schommer-Aikins and Hutter (2002) engulfed an interest in looking beyond the classroom to see how epistemological beliefs influence the very ordinary people think about contemporary controversial issues. Prior research focused on the development of epistemological beliefs and influence on thinking in academia (p. 7). Accumulating evidence revealed links between epistemological beliefs and higher order thinking. The authors expanded their research to a larger outside population with varying degrees of education, a wide range of ages as well as diverse life experiences. Most epistemological researchers thought of personal epistemology as a complex, one-dimensional belief (Schommer-Aikins, 2002). Schommer, in earlier studies, conceived of these beliefs
References: Ayer, A. J. (2003). The characterization of sense-date. In Philosophies of social science: The classic and contemporary readings (pp. 55-56). Philadelphia, PA: McGraw-Hill. Delanty, G., & Strydom, P. (Eds.). (2003). Philosophies of social science: The classic and contemporary readings. Philadelphia, PA: McGraw-Hill. Feyerabend, P. (2003). Against method. In Philosophies of social science: The classic and contemporary readings (pp. 81-84). Philadelphia, PA: McGraw-Hill. Johnson, P., & Duberley, J. (2000). Understanding management research: An introduction to epistemology. Thousand Oaks, CA: Sage Publications. Kuhn, T. S. (1996). The structure of scientific revolutions. (3rd ed.). Chicago, IL: University of Chicago Press. Lakatos, I. (2003). Falsification and the methodology of scientific research. In Philosophies of social science: The classic and contemporary readings (pp. 78-80). Philadelphia, PA: McGraw-Hill. Schommer-Aikins, M., & Hutter, R. (2002). Epistemological beliefs and thinking about everyday controversial issues. Journal of Psychology, 136(1), 5.