01-05-2021

Theory And Research Pdf

Theory vs Research

Though theory and research are inseparable terms in the field of education, there exists a difference between them. Both theory and research are concepts used in almost all the study fields. Theory is a generalized thinking or a conclusion of something which is a result of an analysis. Theory could be defined as the end result of an analysis. Also, theories usually answer questions and there is the possibility for it to be accepted in one time as well as to be rejected in later periods and vice versa. Research, on the other hand, is a way that is used to create new knowledge. It is a methodology that is practiced systematically that increases the awareness of humans, society, culture, and nature. Let us look at the terms in detail before going into the difference between theory and research.

Learning theory and research have long been the province of education and psychology, but what is now known about how people learn comes from research in many different disciplines. This chapter of the Teaching Guide introduces three central learning theories, as well as relevant research from the fields of neuroscience, anthropology, cognitive. International Journal of Scientific and Research Publications, Volume 5, Issue 9, September 2015 1 ISSN 2250- 3153 www.ijsrp.org The Systems Theory of Management in Modern Day Organizations - A Study of Aldgate Congress Resort Limited Port Harcourt Chikere, Cornell C.1 and Nwoka, Jude2. Theory and research have a complex interrelationship. Theories generate hypotheses that can be proven or disproved by research, the results of which may cause the theory to be strengthened. The results of research may also call a theory into question, causing it to be rejected or revised. The relationships between practice, theory and research are complex, interlinked, and influenced by political, economic and social order concerns represented in policy interventions, public scrutiny, accountability, marketisation and globalisation.

Theory and research have a complex interrelationship. Theories generate hypotheses that can be proven or disproved by research, the results of which may cause the theory to be strengthened. The results of research may also call a theory into question, causing it to be rejected or revised. Research Theory and Methods Lucille Parkinson McCarthy University of Maryland Baltimore County Barbara E. Walvoord Loyola College in Maryland In this chapter we (the research team) present the theoretical framework and research methods of this naturalistic study of students' writing in four classrooms.

What is Theory?

Theory can be defined as thegeneralized thinking or a conclusion of something, which is a result of an analysis. Theories are always proven scientifically with evidence. Both social and physical scientists engage in theorizing knowledge, which helps humans to understand things clearly. Theory is different from a hypothesis. Hypothesis is merely an idea or a concept, which is not scientifically analyzed. These are the assumptions made by scientists before an investigation. However, once the hypotheses are analyzed and proved to be correct, they are recognized as theories. But not all hypotheses become theories. Moreover, a theory can be used as a tool to understand, explain and make predictions about a concept. Theories tell and explain us what something is. However, theories are just conceptual framework. There is no practical aspect included in them.

Theory

What is Research?

Research is away of expanding the existing knowledge base and creating new knowledge. This is a creative work that is done systematically in order to increase the stock of knowledge of humans and also to use this knowledge to make new applications. Usually, a research is preceded by a hypothesis. When a problem arises, scientists usually make a hypothesis around the problem. Then, they apply various research methodologies in order to find out whether the hypothesis is correct or not. If the research gives a positive result, there is a possibility for the hypothesis to become a theory. Or else, the scientists would have to make new assumptions and continue the research. There are various kinds of research too. Scientific, humanistic, economic, social, business, etc. are some of the research fields. All in all, research can be identified as one of the main and basic requirements of the study fields since it generates new knowledge. Any research could be repeated and should be scientific too.

Nursing research theory pdf

What is the difference between Theory and Research?

• Definition of Theory and Research:

Theory In Research

• Theory is a generalized concept which provides an explanation to existing things.

• Research is a way of expanding the existing knowledge base and creating new knowledge.

• Nature:

• Theory is a conceptual framework. Theory is used to explain things.

• Research is a creative work that generate new knowledge.

• Practical Nature:

• Theory does not include practical elements.

Development

Information Theory Pdf

• Research is mostly a practical approach.

• Arrangement:

• Theory is usually a result of research. An assumption is made to a theory after a series of researches.

• Research usually precedes theories. Based on the results of the research, a theory is made.

Images Courtesy:

  1. Arnold’s appraisal theory of emotion by Ra.shell (CC BY-SA 3.0)
  2. Research via Pixabay (Public Domain)

Related posts:

Market Research Theory Pdf

  1. Alexander, F. K. (2000). The changing face of accountability: Monitoring and assessing institutional performance in higher education. Journal of Higher Education, 71(4), 411–431.CrossRefGoogle Scholar
  2. Archer, M. (2000). Being human: The problem of agency. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  3. Archer, M. (2007). Making our way through the world: Human reflexivity and social mobility. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  4. Beck, J., & Young, M. F. D. (2005). The assault on the professions and the restructuring of academic and professional identities: A Bernsteinian analysis. British Journal of Sociology of Education, 26(2), 183–197.CrossRefGoogle Scholar
  5. Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Menlo Park, CA: Addison-Wesley.Google Scholar
  6. Biesta, G. (2007). Why “what works” won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1–22.CrossRefGoogle Scholar
  7. Biggs, J., & Tang, C. (2007). Teaching for quality learning at university (3rd ed.). Buckingham: SRHE & Open University Press.Google Scholar
  8. Biggs, J. B. (1989). Approaches to the enhancement of tertiary teaching. Higher Education Research and Development, 8, 7–25.CrossRefGoogle Scholar
  9. Checkland, K., Marshall, M., & Harrison, S. (2004). Re-thinking accountability: Trust versus confidence in medical practice. Quality & Safety in Health Care, 13(2), 130–135.CrossRefGoogle Scholar
  10. Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Should we be using learning styles? What research has to say to practice. Learning and Skills Research Centre. Retrieved from http://www.downes.ca/cgi-in/page.cgi?journal=Learning%20and%20Skills%20Research%20Centre
  11. Cochrane Collaboration. (2012). Retrieved from http://www.cochrane.org/
  12. Commission on Improving Dignity in Care. (2012). Delivering dignity: Securing dignity in care for older people in hospitals and care homes. NHS Confederation, Local Government Association and Age UK.Google Scholar
  13. Dunne, J. (2005). An intricate fabric: Understanding the rationality of practice. Pedagogy, Culture and Society, 13(3), 367–389.CrossRefGoogle Scholar
  14. Foucault, M. (1979). Discipline and punish: The birth of the prison. Harmondsworth: Penguin.Google Scholar
  15. Gladwell, M. (2008). Outliers. London: Allen Lane.Google Scholar
  16. Hammersley, M., & Atkinson, P. (1995). Ethnography: Principles in practice (2nd ed.). London: Routledge.Google Scholar
  17. Jarvis, P. (1999). The practitioner-researcher: Developing theory from practice. San Francisco, CA: Jossey- Bass.Google Scholar
  18. Jarvis, P. (2004). Adult education and lifelong learning (3rd ed.). London: Routledge.Google Scholar
  19. Jarvis, P. (2009). Learning to be an expert. In K. Illeris (Ed.), International perspectives on competence development (pp. 99–110). London: Routledge.Google Scholar
  20. Jarvis, P. (in press). Personal learning: Learning to know, to feel, to do and to be. London: Routledge.Google Scholar
  21. Kemmis, S. (2009). Understanding professional practice: A synoptic framework. In B. Green (Ed.), Understanding and researching professional practice (pp. 19–38.) Rotterdam: Sense.Google Scholar
  22. Laming, Lord, H. (2003). The Victoria Climbié inquiry. HM Government, UK.Google Scholar
  23. Laming, Lord. H. (2009). The protection of children in England. London: Stationery Office.Google Scholar
  24. Lash, S., & Wynne, B. (1992). Introduction. In U. Beck, Risk society: Towards a new modernity (pp. 1–8). London: Sage.Google Scholar
  25. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  26. Malcolm, J., & Zukas, M. (2001). Bridging pedagogic gaps: Conceptual discontinuities in higher education. Teaching in Higher Education, 6(1), 33–42.CrossRefGoogle Scholar
  27. Parliamentary and Health Service Ombudsman. (2011). Care and compassion? Report of the Health Service Ombudsman on ten investigations into NHS care of older people. London: Stationery Office.Google Scholar
  28. Polkinghorne, D. E. (2004). Practice and the human sciences: The case for a judgment-based practice of care. Albany, NY: State University of New York Press.Google Scholar
  29. Schön, D. A. (1983). The reflective practitioner. New York: Basic Books.Google Scholar
  30. Schwandt, T. A. (2005). On modelling our understanding of the practice fields.Pedagogy, Culture and Society, 13(3), 313–332.CrossRefGoogle Scholar
  31. Smith, Dame, J. (2004). The Shipman Inquiry: Fifth report safeguarding patients: Lessons from the past — proposals for the future. Retrieved from http://www.shipman-inquiry.org.uk/home.asp
  32. Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.Google Scholar
  33. Taylor, C. (1985). The person. In M. Carrithers, S. Collins, & S. Lukes (Eds.), The category of the person (pp. 257–281). Cambridge: Cambridge University Press.Google Scholar
  34. Usher, R., Bryant, I., & Johnston, R. (1997). Adult education and the postmodern challenge: Learning beyond the limits. London: Routledge.Google Scholar
  35. Van der Wiel, M., Van den Bossche, P., & Koopmans, R. (2011). Deliberate practice, the highroad to expertise: K.A. Ericsson. In F. Dochy, D. Gijbels, M. Segers, & P. Van den Bossche (Eds.), Theories of learning for the workplace: Building blocks for training and professional development programs (pp. 1–16). London: Routledge.Google Scholar