Academic literature on the topic 'Research epistemologies'

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Journal articles on the topic "Research epistemologies"

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Scheurich, James Joseph, and Michelle D. Young. "Coloring Epistemologies: Are Our Research Epistemologies Racially Biased?" Educational Researcher 26, no. 4 (1997): 4–16. http://dx.doi.org/10.3102/0013189x026004004.

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Pavlovic, Jelena. "Overview of research of personal epistemologies: Analysis of research metaphors." Zbornik Instituta za pedagoska istrazivanja 41, no. 1 (2009): 61–75. http://dx.doi.org/10.2298/zipi0901061p.

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This paper presents developmental, cognitive and psychometric tradition in research of personal epistemologies. Instead of a 'neutral' approach, we offer the analysis of research metaphors underlying the studying of personal epistemologies. Metaphor 'pilgrim's progress' assumes understanding epistemological development as a 'temptation' leading towards 'enlightenment' and abandoning faith in Absolute truth. Metaphor 'regulatory software' narrows down researcher's subject of interest to epistemic cognition in the specific problem situation, whereby evaluation of functioning of 'regulatory software' and its improvement are observed as the most important tasks. Finally, within the metaphor 'decent outfit' the starting assumption is that epistemological beliefs are relatively fixed and that personal epistemologies which are 'balanced' and 'decent' are privileged. By analyzing research metaphors, light was shed on basic assumptions and implications of research of personal epistemologies. The following questions were explored: which ways of 'seeing' were pledged in the approaches to research of personal epistemologies, which methodological choices arise from those ways of 'seeing', as well as which are the functions or effects of different ways of 'seeing'. In this way, a new perspective was offered for the assessment of multiple conceptualizations in research of personal epistemologies.
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Farrall, Stephen. "J'accuse: Probation Evaluation-Research Epistemologies." Criminal Justice 3, no. 3 (2003): 249–68. http://dx.doi.org/10.1177/14668025030033002.

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Le Grange, Lesley. "Challenges for participatory action research and indigenous knowledge in Africa." Acta Academica: Critical views on society, culture and politics 33, no. 3 (2001): 136–50. https://doi.org/10.38140/aa.v33i3.650.

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Participatory action research represents the convergence of two intellectual and practical traditions, that of action research and participatory research. Although participatory action research is by no means uncontentious, it has become a familiar term to social research practitioners. However, in recent years critiques of Western epistemologies by sociologists of knowledge, feminists, post-colonialists and postmodern scholars present challenges for participatory action research in Africa. This article critically examines epistemologies that support and underpin participatory action research. It particularly interrogates the dominance of Western epistemologies in supporting models of participatory action research used in Africa and elsewhere, and explores spaces for indigenous epistemologies and Western epistemologies to be performed together within participatory action research processes.
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OLIVEIRA, Evaldo Ribeiro. "Negros(as) intelectuais: descolonizando o saber e o poder." INTERRITÓRIOS 5, no. 8 (2019): 71. http://dx.doi.org/10.33052/inter.v5i8.241592.

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O presente trabalho busca discutir a importância dos intelectuais negros e negra para a construção de novas epistemologias, com o intuito de repensar o poder e a produção de conhecimento. Para tanto, se localiza dentro do contexto de lutas da população negra, não estamos falando de objetos de pesquisa, mas sim, de sujeitos produtores: de suas histórias; de suas pesquisas; suas epistemologias; seus lugares de fala. Desta forma, apresenta o contexto, demarcado pelas relações de poder, de colonialidade e descolonização. E apresentado uma breve compreensão do termo intelectual e por fim, aponta como “caminho”: o “outro da razão”, uma epistemologia desde o Sul, uma outra epistemologia, não hegemônica. Negros Intelectuais. Descolonização. Epistemologias Intellectual Black People: decolonizing knowledge and power ABSTRACTThis work aims to discuss the importance of the intellectual black men and women to the construction of new epistemologies, in order to rethink the power and the knowledge production. Therefore, it’’s placed inside the context of the black people movements, not by means of research objects, but subjects that build their own histories, their own researches, epistemologies and place of speech. In this way, it’s presented the context, surrounded by power relations, of coloniality and decoloniality. Also, a brief comprehension of the intellectual concept and lastly, it’s pointed as a “way”: the “other side of the line”, a south epistemology, and another, one that is not hegemonic. Intellectual Black People. Decolonization. Epistemologies
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Tyson, Cynthia A. "A Response to “Coloring Epistemologies: Are Our Qualitative Research Epistemologies Racially Biased?”." Educational Researcher 27, no. 9 (1998): 21–22. http://dx.doi.org/10.3102/0013189x027009021.

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Farrall, Stephen. "J' Accuse: Probation Evaluation-Research Epistemologies." Criminal Justice 3, no. 2 (2003): 161–79. http://dx.doi.org/10.1177/1466802503003002002.

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EWICK, PATRICIA. "INTEGRATING FEMINIST EPISTEMOLOGIES IN UNDERGRADUATE RESEARCH METHODS." Gender & Society 8, no. 1 (1994): 92–108. http://dx.doi.org/10.1177/089124394008001006.

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Arrigoni, Gabriella. "Epistemologies of prototyping: knowing in artistic research." Digital Creativity 27, no. 2 (2016): 99–112. http://dx.doi.org/10.1080/14626268.2016.1188119.

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Caraballo, Limarys, Brian D. Lozenski, Jamila J. Lyiscott, and Ernest Morrell. "YPAR and Critical Epistemologies: Rethinking Education Research." Review of Research in Education 41, no. 1 (2017): 311–36. http://dx.doi.org/10.3102/0091732x16686948.

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Knowledges from academic and professional research-based institutions have long been valued over the organic intellectualism of those who are most affected by educational and social inequities. In contrast, participatory action research (PAR) projects are collective investigations that rely on indigenous knowledge, combined with the desire to take individual and/or collective action. PAR with youth (YPAR) engages in rigorous research inquiries and represents a radical effort in education research to value the inquiry-based knowledge production of the youth who directly experience the educational contexts that scholars endeavor to understand. In this chapter, we outline the foundations of YPAR and examine the distinct epistemological, methodological, and pedagogical contributions of an interdisciplinary corpus of YPAR studies and scholarship. We outline the origins and disciplines of YPAR and make a case for its role in education research, discuss its contributions to the field and the tensions and possibilities of YPAR across disciplines, and close by proposing a YPAR critical-epistemological framework that centers youth and their communities, alongside practitioners, scholars, and researchers, as knowledge producers and change agents for social justice.
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Dissertations / Theses on the topic "Research epistemologies"

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Mollohan, Katherine N. "Epistemologies and Scientific Reasoning Skills Among Undergraduate Science Students." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437149185.

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Kwak, Subeom. "How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555632698162692.

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Seo, Eunhee. "Teaching Assistants' (TAs) Personal Epistemologies and Their Instructional Practices in U.S. Universities: A Mixed Methods Investigation of International TAs and U.S. TAs." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/21769.

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CITE/Language Arts<br>Ed.D.<br>Current teacher education research calls for investigation of the "missing paradigm," the connection between teachers' conceptions of knowledge and learning and their instructional practices. This call has been heeded in the scholarship on personal epistemology that reveals the role of knowledge in learning and instruction within and across various socio-cultural contexts. This study extends the work on the relationship between teachers' personal epistemologies and instructional practices to a previously unexamined population: international and U.S. Teaching Assistants (TAs). Employing a two-phase explanatory mixed methods approach, this study examines the relationship between personal epistemologies and instructional practices of two teaching assistant (TA) groups, international and U.S.-born, in U.S. university contexts. In the first phase of the study, an epistemological beliefs survey was conducted with two groups of TAs, 106 international and 50 U.S.-born, at four large research universities in the Mid-Atlantic States. Their answers were analyzed with a focus on the relationship between group variables and seven dimensions of personal epistemologies. Building on the initial quantitative study results, in the second phase, a qualitative case study was carried out to investigate the relationship between epistemic positions and teaching practices for four TAs representing international and domestic TA groups within two academic disciplines at a public research university in Philadelphia, PA. Forty four undergraduate student data from focus-group interviews and surveys also were collected to examine the relationship between TAs' instructional practices and student opinions about their teaching. The quantitative results showed a significant group difference in the knowledge beliefs domain and the relational views domain (p < .001). In general, ITAs held a higher degree in their beliefs about certainty of knowledge than did US TAs. In addition, US TAs assumed a closer relationship with their students than did the ITAs, while unlike common assumptions, US TAs assumed a higher degree of status differentiation from students than did ITAs. The findings of the qualitative phase of the study revealed that the relationship between TAs' epistemic positions and instructional practices was not fully consistent. In the case of the US TAs, much of the inconsistency of the relationship is explained by the lack of pedagogical knowledge and pedagogic skills, which would enable them to exercise control over the types of instructional approaches that they wanted to implement at a discourse level in class. ITAs' instructional practices were more closely aligned with learning strategies that they had developed through educational experiences in their home countries and with their generalized assumptions about attitudes of U.S. students toward learning. The results also show that ITAs are as qualified and competent instructors in teaching of undergraduate students as US TAs are, and that ITAs' teacher-centered approaches are well received by the students who expect explanation, guidance, direction, and reinforcement on the part of their instructors. In addition, the analysis of TAs' epistemic positions revealed domain specificity as well as group differences to be major compounding factors affecting TAs' professed epistemologies. Pedagogic as well as theoretical implications of the study are discussed.<br>Temple University--Theses
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Edwards, Shane. "Titiro whakamuri kia marama ai te wao nei : whakapapa epistemologies and Maniapoto Maori cultural identities : a thesis submitted in fulfilment of the requirements of the degree of Doctor of Philosophy, Massey University." Massey University, 2009. http://hdl.handle.net/10179/1252.

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The work I have presented here pulls together Maori epistemologies as evidenced in the whakapapa knowledge particularly of Ngati Maniapoto to see if and where connection lies with understandings of Maori cultural wellbeing. Whakapapa knowledge is the unbounded collection of theory, observation and experience as seen through Maori eyes. It is intricately connected by whakapapa, a tool for working with and extrapolating understanding and is the common thread that binds hapu, whanau and iwi (O’Regan, 2001). The aim is to investigate contemporary Maori realities with a strong interest in these traditions of wisdom and knowing. The rangahau presented here is of necessity both deconstructive and reconstructive. As a deconstructive project the rangahau seeks to place under the microscope of indigenous gaze the colonial theoretical, ethical, moral and political construction of Maori ways of knowing and being and the ontological orders of western paradigms and non-Maori worldview (Romero-Little, 2006). As a constructive project I am concerned with placing on the record and opening up sites for, but not defining, Maori epistemology as legitimate and ‘tika’ and at the same time putting forward ‘alternate epistemologies’ (Collins, 1991; Lopez, 1998; Smith, 1999; Marsden, 2003) that challenge certified knowledge and critically challenges dominant constructions of the truth as related to knowing. The implications of these explorations of epistemologies for Maori lives, opportunities and experience are also considered. This work argues for the maintenance of Maori cultural identities via whakapapa knowledge using connections to Maori ways of knowing. This includes examination of the effects of coming to terms with, of encountering, coming to terms with and engaging with Maori cultural practices, as well as, processes commonly referred to as ‘culture shock’ (Weaver, 1993) the psychological, emotional and physical responses to the phenomenon of identity reclamation and how these realities can be negotiated. What I found is that Maori knowledge systems are replete with elements that contribute positively to the maintenance of cultural identities and these identities are uniquely and distinctively contextually and culturally relevant. These systems have been and continue to be threatened by the impacts of colonisation and colonial ideologies. The work has found that elders and relevant contexts retain and provide a large volume of knowledge that when engaged with can provide useful insights into living within Maori paradigms that can enhance wellbeing in the present. Maori communities and whanau are under high levels of stress with the pressures of contemporary living and the dis-location from ancestral lands, and the living activities, knowledge sharing opportunities and learning practices they support. This work seeks to offer up solutions via the maintenance, enhancement and advancement of cultural identities as a way for mediating and removing some of the effects of the stresses. The implications are that the continued disconnection of Maori from unique cultural identities informed by whakapapa korero knowledge may serve to weaken important elements and connections to an individual’s and group’s cultural identity, including personal history, stories, land and people. The potential exists for further investigation of how crucial cultural connections that acknowledge contemporary realities and yet support the maintenance of cultural identities with strong and vibrant connections to whakapapa korero knowledge connections might be maintained, enhanced and advanced. Additionally, the work here opens up the space for and advocates for much deeper exploration of distinctive elements of a groups identity through contextually located knowledge in forms such as waiata, purakau, pakiwaitara, whakairo, rongoa, wairua and the many other knowledge forms of tea o Maori to further depths/heights not yet achieved to reclaim (k)new and subjugated knowledge forms. This potential is exciting but there are a range of risks involved (including appropriations of indigenous knowledge) that requires certain minimum standards of knowledge protection such as discerning which knowledge is suitable for public consumption and that which is not. This is most suitably done after receiving guidance from the knowledge holders as to what the appropriate forums for such knowledge might be and analysing risks for abuse, risks of misinterpretation and risks of unintended use that might cause whakama. The enquiry suggested above as being of benefit is of course a deeply personal exploration and ideas of what is appropriate for public consumption and what is not is something that must be explored at the time of enquiry. As in my work here I was asked to include some things and to exclude others as a result of views by the elders that the public consumption of some knowledge they contributed was inappropriate to be shared beyond our korero because it could be perceived in a number of ways, some helpful and some not, for the people concerned, or for different groups of people. The knowledge that has been shared here and that which has not has therefore been discerned.
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Carstensen, Anna-Karin. "Connect : Modelling Learning to Facilitate Linking Models and the Real World trough Lab-Work in Electric Circuit Courses for Engineering Students." Doctoral thesis, Linköpings universitet, Fysik och elektroteknik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-97395.

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A recurring question in science and engineering education is why the students do not link knowledge from theoretical classes to the real world met in laboratory courses. Mathematical models and visualisations are widely used in engineering and engineering education. Very often it is assumed that the students are familiar with the mathematical concepts used. These may be concepts taught in high school or at university level. One problem, though, is that many students have never or seldom applied their mathematical skills in other subjects, and it may be difficult for them to use their skills in a new context. Some concepts also seem to be "too difficult" to understand. One of these mathematical tools is to use Laplace Transforms to solve differential equations, and to use the derived functions to visualise transient responses in electric circuits, or control engineering. In many engineering programs at college level the application of the Laplace Transform is considered too difficult for the students to understand, but is it really, or does it depend on the teaching methods used? When applying mathematical concepts during lab work, and not teaching the mathematics and practical work in different sessions, and also using examples varied in a very systematic way, our research shows that the students approach the problem in a very different way. It shows that by developing tasks consequently according to the Theory of Variation, it is not impossible to apply the Laplace Transform already in the first year of an engineering program. The original aim of this thesis was to show: how students work with lab-tasks, especially concerning the goal to link theory to the real world how it is possible to change the ways students approach the task and thus their learning, by systematic changes in the lab-instructions During the spring 2002 students were video-recorded while working with labs in Electric Circuits. Their activity was analysed. Special focus was on what questions the students raised, and in what ways these questions were answered, and in what ways the answers were used in the further activities. This work informed the model ”learning of a complex concept”, which was used as well to analyse what students do during lab-work, and what teachers intend their students to learn. The model made it possible to see what changes in the lab-instructions that would facilitate students learning of the whole, to link theoretical models to the real world, through the labactivities. The aim of the thesis has thus become to develop a model: The learning of a complex concept show how this model can be used as well for analysis of the intended object of learning as students activities during lab-work, and thus the lived object of learning use the model in analysis of what changes in instruction that are critical for student learning. The model was used to change the instructions. The teacher interventions were included into the instructions in a systematic way, according to as well what questions that were raised by the students, as what questions that were not noticed, but expected by the teachers, as a means to form relations between theoretical aspects and measurement results. Also, problem solving sessions have been integrated into the lab sessions. Video recordings were also conducted during the spring 2003, when the new instructions were used. The students' activities were again analysed. A special focus of the thesis concerns the differences between the results from 2002 and 2003. The results are presented in four sections: Analysis of the students' questions and the teachers' answers during the lab-course 2002 Analysis of the links students need to make, the critical links for learning Analysis of the task structure before and after changes Analysis of the students' activities during the new course The thesis ends with a discussion of the conclusions which may be drawn about the possibilities to model and develop teaching sequences through research, especially concerning the aim to link theoretical models to the real world.<br>En stående fråga som lärare i naturvetenskapliga och tekniska utbildningar ställer är varför elever och studenter inte kopplar samman kunskaper från teoretiska kursmoment med den verklighet som möts vid laborationerna. Ett vanligt syfte med laborationer är att åstadkomma länkar mellan teori och verklighet, men dessa uteblir ofta. Många gånger används avancerade matematiska modeller och grafiska representationer, vilka studenterna lärt sig i tidigare kurser, men de har sällan eller aldrig tillämpat dessa kunskaper i andra ämnen. En av dessa matematiska hjälpmedel är Laplacetransformen, som främst används för att lösa differentialekvationer, och åskådliggöra transienta förlopp i ellära eller reglerteknik. På många universitet anses Laplacetransformen numera för svår för studenterna på kortare ingenjörsutbildningar, och kurser eller kursmoment som kräver denna har strukits ut utbildningsplanerna. Men, är det för svårt, eller beror det bara på hur man presenterar Laplacetransformen? Genom att låta studenterna arbeta parallellt med matematiken och de laborativa momenten, under kombinerade lab-lektionspass, och inte vid separata lektioner och laborationer, samt genom att variera övningsexemplen på ett mycket systematiskt sätt, enligt variationsteorin, visar vår forskning att studenterna arbetar med uppgifterna på ett helt annat sätt än tidigare. Det visar sig inte längre vara omöjligt att tillämpa Laplacetransformen redan under första året på civilingenjörsutbildning inom elektroteknik. Ursprungliga syftet med avhandlingen var att visa hur studenter arbetar med laborationsuppgifter, speciellt i relation till målet att länka samman teori och verklighet hur man kan förändra studenternas aktivitet, och därmed studenternas lärande, genom att förändra laborationsinstruktionen på ett systematiskt sätt. Under våren 2002 videofilmades studenter som utförde laborationer i en kurs i elkretsteori. Deras aktivitet analyserades. Speciellt studerades vilka frågor studenterna ställde till lärarna, på vilket sätt dessa frågor besvarades, och på vilket sätt svaren användes i den fortsatta aktiviteten. Detta ledde fram till en modell för lärande av sammansatta begrepp, som kunde användas både för att analysera vad studenterna gör och vad lärarna förväntar sig att studenterna ska lära sig. Med hjälp av modellen blev det då möjligt att se vad som behövde ändra i instruktionerna för att studenterna lättare skulle kunna utföra de aktiviteter som krävs för att länka teori och verklighet. Syftet med avhandlingen är därmed att ta fram en modell för lärande av ett sammansatt begrepp visa hur denna modell kan användas för såväl analys av önskat lärandeobjekt, som av studenternas aktivitet under laborationer, och därmed det upplevda lärandeobjektet använda modellen för att analysera vilka förändringar som är kritiska för  studenters lärande. Modellen användes för att förändra laborationsinstruktionerna. Lärarinterventionerna inkluderades i instruktionerna på ett systematiskt sätt utifrån dels vilka frågor som ställdes av studenterna, dels vilka frågor studenterna inte noterade, men som lärarna velat att studenterna skulle använda för att skapa relationer framför allt mellan teoretiska aspekter och mätresultat. Dessutom integrerades räkneövningar och laborationer. Videoinspelningar utfördes även våren 2003, då de nya instruktionerna användes. Även dessa analyserades med avseende på studenternas aktiviteter. Skillnader mellan resultaten från 2002 och 2003 står i fokus. Avhandlingens resultatdel består av: Analys av studenternas frågor och lärarnas svar under labkursen 2002 Analys av de länkar studenterna behöver skapa för att lära Analys av laborationsinstruktionerna före och efter förändringarna Analys av den laborationsaktivitet som blev resultatet av de nya instruktionerna, och vilket lärande som då blev möjligt Avhandlingen avlutas med en diskussion om de slutsatser som kan dras angående möjligheter att via forskning utveckla modeller av undervisningssekvenser för lärande där målet är att länka samman teori och verklighet
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Arnold, Christine M. "The space between : the practitioner as researcher: new epistemologies of art practice." Thesis, Manchester Metropolitan University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559851.

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In recent years, Fine Art practice has become assimilated into the framework and culture of academic research. 1bis move has not been an easy process and practice itself hovers uneasily (as it should), around the edges of acceptability as research per se. Debates continue around the wording of descriptors to qualify this type of research: 'practice-based', 'practice-led', 'contextualised practice'. Practice, within this search for sufficient terms to define and contain it within a research culture with strictly defined parameters, becomes a secondary endeavour. My thesis questions whether the work of the artist is primary in terms of research, in the sense not only of the production of objects, or events in time, but also taking into account the processes through which the artwork is conceived, processes of thinking and intuition, which often remain beyond description. The role of creative practice in research has the potential, through questioning different types of 'knowledge', to include experiential knowledge within research. My text, somewhere between artwork and academic text is one of fragmentation and dissembling, reflecting the 'attempt' or 'essay', which ultimately remains more concerned with the openness of process than any definitive answer.
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Farias, Manoel Raimundo Santana. "Desenvolvimento científico da contabilidade: uma análise baseada na epistemologia realista da ciência." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-02052012-205410/.

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O principal objetivo deste estudo foi avaliar se o estágio de desenvolvimento científico da contabilidade permite afirmar que a área possui o status de ciência social. A hipótese avaliada foi que a área atende parcialmente as condições para ser uma ciência, o que sugere a tese de que a contabilidade é uma semiciência, o primeiro de três estágios de evolução científica de uma disciplina. O segundo e terceiro estágios são, respectivamente, ciência emergente e ciência madura. O estudo foi baseado na epistemologia realista da ciência. Para fundamentar a hipótese, a tese e a caracterização das condições necessárias para que uma área possua o status de ciência foi utilizado um quadro teórico com as seguintes variáveis: comunidade de pesquisa; suporte da sociedade; domínio do discurso; visão filosófica realista; conhecimento formal; conhecimento obtido de outras ciências; natureza cognitiva dos problemas de pesquisa; conhecimento acumulado; busca de leis e regularidades; e método científico. O desenvolvimento científico foi avaliado a partir da análise dos 299 artigos mais influentes da pesquisa contábil em âmbito internacional, em 42 anos, no período de 1968 a 2009, de acordo com o Social Science Citation Index - SSCI do banco de dados Web of Science do Institute for Scientific Information - ISI/Web of Knowledge. Como apoio na análise do conteúdo dos artigos foi utilizado o software de análise de dados NVIVO 9.2 da QSR International. Os resultados gerais obtidos na análise dos artigos indicaram que das 21 universidades com mais de 10 artigos, as 20 primeiras são dos Estados Unidos e a 21ª é da Inglaterra. Os autores mais influentes, sem considerar participação como coautor, são respectivamente, Ray BALL; Patrícia M. DECHOW; Jennifer FRANCIS; Mark L. DEFOND; e Mark LANG. Do total dos artigos, 142 foram pesquisas empíricas envolvendo testes de hipóteses; 16 avaliaram os métodos e objetivos das pesquisas; 94 desenvolveram e testaram novas hipóteses; 7 construíram quadros teóricos; 13 construíram modelos teóricos. As teorias que fundamentaram as pesquisas foram amplamente oriundas da economia. Também tiveram teorias da Psicologia; do Direito; da Sociologia e da Administração, entre outras. Foram identificadas 12 linhas e temas de pesquisa. Na avaliação das variáveis do referido quadro teórico constatou-se que as pesquisas contábeis não às atenderam totalmente, mas parcialmente. Tais evidências levaram a conclusão de que o status científico da contabilidade vai além de uma disciplina voltada apenas a objetivos tecnológicos em que as pesquisas servem para avaliar a eficácia de certos procedimentos ou meios para obterem-se determinados fins. Isso sugere que a área está evoluindo cientificamente rumo a uma ciência social, mas ainda em estágio semicientífico. Como pesquisas futuras sugerem-se, entre outras: a realização de pesquisas aprofundadas sobre a influência isolada de cada variável, antes referenciadas, na evolução ou na estagnação científica da contabilidade; e pesquisas sobre a influência de variáveis psicológicas, sociológicas e históricas no desenvolvimento científico da área.<br>The main objective of this study was to evaluate if the stage of accounting scientific development allows us to assert that the area has a social science status. The hypothesis evaluated was that the area partially attends the conditions to be a science, what suggests the thesis that accounting is a \"semiscience\", the first of three stages of a subject scientific evolution. The second and the third stages are, respectively emerging science and mature science. The study was based on realistic epistemology of science. To stablish the hypothesis, the thesis and the characterization of the necessary conditions to consider an area to have a science status, it was used a theoretical frame with the following variables: research community, social support, discourse dominion, realistic philosophical view, formal knowledge, knowledge obtained from other sciences, cognitive nature of research problems, accumulated knowledge, search for laws and regularities, and scientific method. The scientific development was evaluated from the analysis of the 229 most influent international accounting research articles in 42 years, in the period of 1968 to 2009, according to the Social Science Citation Index - SSCI Web of Science do Institute for Scientific Information - ISI/Web of Knowledge database. As a support to the analysis of the articles content NVIVO 9.2 da QSR International data analysis software was used. The general results indicate that 20 out of the 21 universities which have more than 10 articles are from the Unites States, and the 21st is from England. The most influent authors, excluding the participation as co-author, are respectively, Ray BALL; Patrícia M. DECHOW; Jennifer FRANCIS; Mark L. DEFOND; and Mark LANG. From all the articles investigated, 142 were empirical research involving hypothesis tests; 16 evaluated the methods and objectives of the researches; 94 developed and tested new hypothesis; 7 constructed theoretical frames; 13 constructed theoretical models. The theories which grounded the researches came from economy. There had also been theories from Psychology, Law, Sociology and Administration, among others. Twelve (12) research lines and themes had been identified. The evaluation of the variables from the theoretical frame, it was noted that accounting research do not fully attend them, but only partially. These evidences drove to the conclusion that accounting scientific stage goes beyond a discipline that deals with technological objectives in which the research is used to evaluate the efficiency of certain proceedings or ways to obtain certain ends. It suggests that the area is still in scientific development towards a social science, but in a \"semiscientific\" stage yet. As future research, we suggest, among others: the deep investigations about the isolated influence of each variable; and investigations on the influence of psychological, sociological and historical variables on the area\'s scientific development.
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nobile, elena. "Teoria, base empirica, scoperta. per una epistemologia della ricerca in ambito educativo." Doctoral thesis, Università degli studi di Padova, 2013. http://hdl.handle.net/11577/3423410.

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The main question of this research is whether it is possible - and if so, under what conditions - to carry out scientific research in the field of education. The first research step was a systematic and in-depth examination of Nineteenth-century epistemology. The aim of this study was to comprehend the key issues that have questioned the notion of science, the search of truth in science, scientific progress and contemporary scientific practice. Through this exploration, it was possible to examine how the aspects which make up what we call science, can help us to define the particular field of research in education. The first survey allowed the development of a set of diagnostic tools to assess the epistemic model that implicitly affects our understanding of scientific research in the field of education. In the third chapter, we assess whether the different ways in which the research in the education field (research on education/educational research; educational research-pedagogical research) are understood to generate cognitive progress. What emerges from this analysis is that the research is conceived as empirical research, so it doesn’t produce cognitive progress. Therefore, we reflect on the possibility to use lakatosian methodology in education field research. As a result, we propose a new set of methodological rules and a new function of the theoretic and empirical factors.<br>La questione principale attorno a cui ruota l'intera ricerca è la seguente: è pensabile e dunque praticabile e, se sì in che termini, la ricerca in ambito educativo come ricerca scientifica? A partire da questa questione, abbiamo ritenuto di fondamentale importanza un'incursione sistematica e in profondità nell'epistemologia del '900, al fine di poterci impossessare con rigore delle questioni cruciali, ovvero: la stessa nozione di scienza, il problema della ricerca della verità nella scienza, e dell’avanzamento conoscitivo . Grazie a questa esplorazione è stato possibile esaminare in che modo, gli aspetti costitutivi di ciò che chiamiamo scienza, possano aiutarci a delimitare una regione particolare di quel territorio, la ricerca scientifica ambito educativo. Questa prima indagine ci ha consentito di ricavare un insieme di strumenti diagnostici attraverso i quali compiere una valutazione epistemica dei documenti internazionali implicitamente assunti nel modo corrente di intendere la ricerca scientifica in ambito educativo. All'interno del terzo capitolo abbiamo cercato di comprendere se i diversi modi in cui viene intesa la ricerca in ambito educativo (research on education - educational research/ ricerca pedagogica - ricerca educativa), permettano di generare avanzamento conoscitivo. Da questa analisi è emerso che tale ricerca è principalmente concettualizzata come ricerca empirica e, conseguentemente, non genera progresso conoscitivo. A partire da questa constatazione è stato proposto l’innesto della ricerca in ambito educativo sulla metodologia dei programmi di ricerca lakatosiana. In questo modo è stato possibile ripensare ad una prima sistemazione delle regole metodologiche fondamentali e una revisione dell’impianto della ricerca assegnando una nuova funzione al fattore teorico e al fattore empirico.
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Baccari, Ivana Oliveira Preto 1977. "O texto narrativo na pesquisa qualitativa em saúde : referencial metodológico e instrumental." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/313040.

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Orientador: Rosana Teresa Onocko Campos<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas<br>Made available in DSpace on 2018-08-27T14:24:48Z (GMT). No. of bitstreams: 1 Baccari_IvanaOliveiraPreto_M.pdf: 1579922 bytes, checksum: 195b5377fa4df5671e2d6b27b8d4d98f (MD5) Previous issue date: 2015<br>Resumo: Estudo conceitual sobre o uso de narrativas em Saúde. Parte-se de um panorama sobre paradigmas usados na Saúde Coletiva para, em seguida, aprofundar-se na noção de narratividade como princípio epistêmico, seja apenas de forma instrumental ou como instância metodológica estruturada a partir do pensamento do filósofo Paul Ricoeur (1913-2005) - particularmente elaboradas nos livros Tempo e Narrativa (Tomo I, 1994), A Memória, A História, O Esquecimento (2012) e no artigo Documentos - Narratividad, fenomenología y hermenéutica, publicado na revista Anàlisi 25 (p. 189- 207, 2000). Discutem-se princípios da pesquisa qualitativa em Saúde Mental, defendendo-se as concepções de racionalidade e cientificidade em oposição à impertinência das de verdade absoluta e neutralidade para a construção científica<br>Abstract: A conceptual study of narratives in Health based on a panorama of paradigms used in Collective Health in order to, afterwards, deepen the notion of narrativity as an epistemological principal, be it in an instrumental manner or as a methodology structured on the ideas of the philosopher Paul Ricoeur (1913 - 2005) particularly developed in the books: Tempo e Narrativa (Temps et récit) (Volume I, 1994), A Memória, A História, O Esquecimento (La mémoire, l'histoire, l'oubli) (2012) and the paper Documentos - Narratividad, fenomenología y hermenéutica, published in the journal Anàlisi 25 (p. 189-207, 2000). The principles of qualitative research in Mental Health are discussed defending the conceptions of racionality and scientificity in oposition to the irrelevance of the absolute truth and neutrality for scientific construction<br>Mestrado<br>Política, Planejamento e Gestão em Saúde<br>Mestra em Saúde Coletiva
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Martins, Eric Aversari. "Pesquisa contábil brasileira: uma análise filosófica." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-14022013-171839/.

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A pesquisa contábil brasileira tem apresentado algumas patologias: excesso de preocupação com os métodos, especialmente os quantitativos, replicações frequentes de pesquisas e distanciamento da prática, que têm levado a uma falta de utilidade das pesquisas realizadas. Com o intuito de avaliar, pelo ponto de vista da filosofia, quais as razões que levam a tais problemas, inicialmente apresentou-se uma estrutura de pesquisa que une as suposições filosóficas sobre a realidade (ontologias) e o processo de aquisição de conhecimento sobre essa realidade (epistemologias), as teorias e metodologias que pautam o processo de pesquisa e os respectivos métodos. Fundamentado nesta estrutura conceitual, buscou-se caracterizar o discurso dominante na pesquisa contábil brasileira, visando à identificação das causas das patologias identificadas. Para tanto, foi efetuada uma narrativa histórica da evolução da pesquisa contábil no Brasil, bem como uma análise das principais características do pensamento dominante atual em relação ao processo de geração de conhecimento. Como subsídio, foram realizadas entrevistas com professores e alunos da área, análises de artigos e de teses, e levantamento de outros dados empíricos pertinentes. A análise do discurso permitiu identificar que na pesquisa contábil brasileira há falta de entendimento dos conceitos filosóficos que balizam o processo de geração de conhecimento profundo e fundamentado, levando a um cientificismo monoparadigmático desinformado. Tal problema constitui-se parte das causas das patologias identificadas. Assim, a presente tese propõe que para a pesquisa contábil brasileira melhorar, sanando as patologias identificadas, é necessária a ampliação do entendimento filosófico do processo de geração de conhecimento, levando ao rompimento com a visão atual desinformada de uma ciência positiva e à aceitação de outros paradigmas adicionais ao dominante.<br>The Brazilian accounting research has presented some pathologies: excessive concern with methods, especially quantitative ones, frequent research replication and detachment from practice, which has led to a lack of utility of the research. In order to evaluate, from the philosophy standpoint, what are the reasons that lead to such problems, it was initially presented a framework of research that combines the philosophical assumptions about reality (ontology) and the process of knowledge acquisition about that reality (epistemology), theories and methodologies that guide the research process, and its respective methods. Based on this conceptual framework, it was characterized the dominant discourse in Brazilian accounting research, aimed at identifying the causes of the pathologies identified. To that end, it was performed a historical narrative of the evolution of accounting research in Brazil, as well as an analysis of the main features of the current dominant thought in relation to the process of knowledge generation. As support, it was conducted interviews with teachers and students in the area, analysis of articles and thesis, and a survey of other relevant empirical data. Discourse analysis identified that the Brazilian accounting research presents a lack of understanding of philosophical concepts that guide the process of deep and justified knowledge generation, leading to an uninformed mono paradigmatic scientism. This problem is a part of the causes of the pathologies identified. Thus, this thesis proposes that in order to Brazilian accounting research improve, remedying the pathologies identified, it is necessary to expand the philosophical understanding of the process of knowledge generation, leading to the rupture with the current uninformed view of a positive science and accepting others paradigms additionally to the dominant.
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Books on the topic "Research epistemologies"

1

V, Reyes Loui, ed. Research as praxis: Democratizing education epistemologies. Peter Lang, 2011.

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Brown, Amanda, and Søren W. Eskildsen. Multimodality across Epistemologies in Second Language Research. Routledge, 2024. http://dx.doi.org/10.4324/9781003355670.

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Jenny, Phillimore, and Goodson Lisa 1972-, eds. Qualitative research in tourism: Ontologies, epistemologies and methodologies. Routledge, 2004.

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F, Elías Minaya José, ed. Epistemología: Problemas y perspectivas. Instituto de Investigaciones Sociales, Facultad de Ciencias Sociales, Universidad Nacional de Reujillo, 1995.

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Reinhart, Martin. Soziologie und Epistemologie des Peer Review. Nomos, 2012.

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Elio, Sgreccia, Spagnolo Antonio G, and Università cattolica del Sacro Cuore. Centro di bioetica., eds. Lineamenti di etica della sperimentazione clinica: Fondamenti storici, epistemologici, metodologici ed etico-normativi della sperimentazione clinica. Vita e pensiero, 1994.

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Miller, Steven I. Qualitative research methods: Social epistemology and practical inquiry. P. Lang, 1996.

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Wilmott, Clancy. Mobile Mapping. Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789462984530.

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This book argues for a theory of mobile mapping, a situated and spatial approach towards researching how everyday digital mobile media practices are bound up in global systems of knowledge and power. Drawing from literature in media studies and geography -- and the work of Michel Foucault and Doreen Massey -- it examines how geographical and historical material, social, and cultural conditions are embedded in the way in which contemporary (digital) cartographies are read, deployed, and engaged. This is explored through seventeen walking interviews in Hong Kong and Sydney, as potent discourses like cartographic reason continue to transform and weave through the world in ways that haunt mobile mapping and bring old conflicts into new media. In doing so, Mobile Mapping offers an interdisciplinary rethinking about how multiple translations of spatial knowledges between rational digital epistemologies and tacit ways of understanding space and experience might be conceptualized and researched.
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Castagna, Vanessa, and Sandra Quarezemin. Travessias em língua portuguesa Pesquisa linguística, ensino e tradução. Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-461-5.

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The series is the expression of the Center for Research on Teaching of Languages, which in Edizioni Ca’ Foscari also has a magazine, Linguistics Education - Language Education, EL.LE, and a necklace, Intercultural Communication, COMINT, dedicated to this important but overlooked aspect of language mastery. In the series, the volumes of which are approved by three blind referees before publication, are three types of search space: a. studies on the epistemologic nature of the science that studies language education, in the wider meaning that includes Italian mother tongue, second and foreign, modern languages and classical ones; b. operational studies on methods, strategies, language teaching methodologies; c. quantitative and qualitative surveys on particular aspects of language teaching in the various training areas. The collection hosts studies of scholars working both at Ca’ Foscari University and in other institutions.
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Cartographies Of Knowledge Exploring Qualitative Epistemologies. Sage Publications (CA), 2010.

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Book chapters on the topic "Research epistemologies"

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Lawrence, Adrea. "Uncloaking Epistemologies through Methodology." In Bridging the Gap between Theory and Practice in Educational Research. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230622982_7.

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Gilbert, Nigel, and Petra Ahrweiler. "The Epistemologies of Social Simulation Research." In Epistemological Aspects of Computer Simulation in the Social Sciences. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-01109-2_2.

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Graham, Helen, Katie Hill, Peter Matthews, Dave O’Brien, and Mark Taylor. "Connecting epistemologies and the early career researcher." In Research Impact and the Early Career Researcher. Routledge, 2019. http://dx.doi.org/10.4324/9780203710104-11.

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Adeyemo, Kolawole Samuel. "Epistemic injustice in research publication." In African Epistemologies in Higher Education Research. Routledge, 2023. http://dx.doi.org/10.4324/9781003364740-5.

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Fabrício, Branca Falabella, and Luiz Paulo Moita Lopes. "Perspectivizing and Imagining Queer Pedagogies Through Collaborative Interventionist Research in a Brazilian School." In Queer Epistemologies in Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50305-5_3.

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Satzinger, Helga. "The Politics of Gender Concepts in Genetics and Hormone Research in Germany, 1900-1940." In Gender History Across Epistemologies. John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118508206.ch9.

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Adeyemo, Kolawole Samuel. "Epistemology of pragmatism in postgraduate research." In African Epistemologies in Higher Education Research. Routledge, 2023. http://dx.doi.org/10.4324/9781003364740-4.

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Haseman, Brad. "Performance as Research in Australia: Legitimating Epistemologies." In Mapping Landscapes for Performance as Research. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230244481_6.

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Porter, Christa J., V. Thandi Sulé, and Natasha N. Croom. "Applying Black Feminist Epistemologies, Research, and Praxis." In Black Feminist Epistemology, Research, and Praxis. Routledge, 2022. http://dx.doi.org/10.4324/9781003184867-1.

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Lavorgna, Anita. "Epistemologies of Cyberspace: Notes for Interdisciplinary Research." In Researching Cybercrimes. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74837-1_1.

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Conference papers on the topic "Research epistemologies"

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McCaskey, Timothy L. "Probing Students’ Epistemologies Using Split Tasks." In 2004 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2005. http://dx.doi.org/10.1063/1.2084700.

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Duda, Gintaras, and Kristina Ward. "Student Epistemologies in Project-based Learning Courses." In 2014 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2014.pr.016.

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Wilcox, Bethany R., and H. J. Lewandowski. "Impact of instructional approach on students' epistemologies about experimental physics." In 2016 Physics Education Research Conference. American Association of Physics Teachers, 2016. http://dx.doi.org/10.1119/perc.2016.pr.092.

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Hanemann, Isaac E. W., Jessica R. Hoehn, and Noah D. Finkelstein. "Characterizing differences in students' epistemologies between classical and quantum physics." In 2018 Physics Education Research Conference. American Association of Physics Teachers, 2019. http://dx.doi.org/10.1119/perc.2018.pr.hanemann.

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Canright, Jared P., and Suzanne White Brahmia. "Developing expertlike epistemologies about physics empirical discovery using virtual reality." In 2021 Physics Education Research Conference. American Association of Physics Teachers, 2021. http://dx.doi.org/10.1119/perc.2021.pr.canright.

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Rapp, Regine, and Christian de Lutz. "Duelling Epistemologies. How Artists Hack Laboratories and Alter the Futures of Science." In Proceedings of Polititcs of the machines - Rogue Research 2021. BCS Learning & Development, 2021. http://dx.doi.org/10.14236/ewic/pom2021.39.

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Kocsis, Anita, Linus Tan, and Virpi Roto. "Experience-informed design: Information exchange to and from diverse experience research." In 7 Experiences Summit 2023 of the Experience Research Society. Tuwhera Open Access, 2024. http://dx.doi.org/10.24135/7es.12.

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Designing with experiences is integral, but when done casually, can lead to haphazard outcomes. The loss in translation of experiences from context and discipline through design research risks devaluing the significance of design research epistemologies. This research elaborates the issue of using experience as data, inputs, inspirational source in design research methods, then proposes the research needed to improve the rigour of using experience in the design process.
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Colucci, Erminia. "Arts-Based Research in Cultural Mental Health." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2013. http://dx.doi.org/10.4087/kbwf8570.

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Arts can be employed as a powerful tool to elicit thinking and discussion (thus generating and gathering data), as well as a means to report and disseminate findings. The arts have been used for decades in research and practice and they are increasingly being used, also because of a counter-movement to the dominance of positivist epistemologies. However, health sciences continue to be reticent toward embracing the application of art in research. This has resulted in limited art use even in disciplines such as Psychiatry and Psychology, which could arguably benefit most from such practices.
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Mortensen Steagall, Marcos, and Robert Pouwhare. "Introduction to LINK 2023." In LINK 2023. Tuwhera Open Access, 2023. http://dx.doi.org/10.24135/link2023.v4i1.207.

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The 5th Edition of LINK 2023 International Conference of Practice-led Research and Global South, focusing on the Latin American Diaspora in Aotearoa New Zealand, aimed to advance the experiences of this community and their contributions to culture and knowledge. It examined their impact and influence on design, creativity, language, and diasporic knowledge, emphasising a Global South perspective and valuing decolonial epistemologies.
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Stemhagen, Kurt. "Varieties of Scientific Revolution: William James's and Thomas Kuhn's Epistemologies and Some Implications for Educational Research." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1585656.

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