Educational Technology

Berliner, D. C. (2002). Educational research: The hardest science of all. Educational Researcher, 31(8), 18–20.

The author argues that educational research is the most challenging science of all sciences regarding the actual conduct or understanding of the research itself. He describes the differences between “hard” and “soft” sciences and how politicians, the government, and organizational and institutional leaders may interpret and vocalize these views. He suggests, “the government may not be serious about wanting evidence-based practices in education.” Notably, the author identifies how “evidence-based practices” and “scientific research” are mentioned over 100 times in the No Child Left Behind Act of 2001 (2002). Based on his understanding of the government’s point of view, it seems to contradict.

Furthermore, the author acutely compares and contrasts definitions of “science” by Feynman (1999) and Bridgeman (1947) and how they may apply to educational research. Moreover, he makes clear “distinctions between “hard” and “soft” sciences and that they are part of our societal worldview and that the separation between the two is flawed. Additionally, he stresses the power of contexts and how interactions play a vital role in educational research. Thus, the article describes the complexity of academic research and mentions the misunderstanding by physical scientists.

Refreshingly, the scholarly article is a beneficial source because it highlights the unique dynamics of educational research as a bonafide social science. Comparingly to other sources that I have intently researched or come across during research, it describes the art of academic research concisely. Furthermore, the paper is biased and objective, and provides his professional opinion while citing scientific definitions and federal law on education.

The article’s goal is perhaps to inform the audience that “no scientific explanation of human behavior could ever be complete,” for human beings are conscious, aware, and purposive. For this reason, educational research is a hard science. The topic and theme are the first time since I began my doctoral studies in education that educational science was conveyed in this manner. The article is essential and that I could adopt it towards the basis of my educational research endeavor. The contribution provides an enlightening aspect of the education field and how it may support institutional accreditation.

References

Bridgman, P. W. (1947). New vistas for intelligence. In E. P. Winger (Ed.), Physical science and human values. Princeton University Press.

Feynman, R. P. (1999). The pleasure of finding things out. Perseus.

No Child Left Behind Act of 2001, P.L. 107–110, 20 U.S.C. § 6319 (2002).