THEORETICAL IDEAS IN EDUCATIONAL PSYCHOLOGY Theoretical Ideas Used in Educational Psychology

In recent decades, researchers have encountered problems when determining if scientific theories meet the criteria of producing valid research evidence. As a result, different theoretical perspectives have arisen as a way to find appropriate methods to test scientific theory. Exploring the qualities and limitations of empiricist, rationalists, sociohistorical, and dynamic research methods is important when attempting to solve human development problems. Empiricist research methods allow individuals to study variables by constructing experimental designs. By developing experiments, theorists gather data from randomly selected groups after some intervention or experime ntal task related to predictions is executed (Bergen, 2008, p. 25). Statistical procedures are designed to give a probability estimate of whether the results show a true difference rather than a chance difference between groups or relationships among variables (Bergen, 2008, p. 25). In other words, by using statistical models, all traces of subjectivity and supernatural intervention are eliminated. Empiricists rely on hypothesis as a means to correctly understand the impact of one or more variables in demonstrating predicted developmental changes (Bergen, 2008, p. 26). When empiricists attempt to explain predicted developmental changes, they typically begin with the formulation of a hypothesis. A hypothesis, in this case, is a statement that intends to unveil a relationship of cause-effect between two or more variables. After the hypothesis is stated, empiricists proceed to construct some type of experimental design and to collect data. Once data is randomly collected, empiricists discuss the results in relation to the theoretical constructs being tested. For example, an

THEORETICAL IDEAS IN EDUCATIONAL PSYCHOLOGY

empiricist participating in a research team to discuss the motor development of toddlers would present children with a series of stimuli to observe the impact of motor skills on language vocabulary and social development. In addition, empiricists would try to prove that toddlers learn how to move and walk before communicating with others. On the other hand, rationalists depend on direct observations and detailed descriptions of complex behaviors, thoughts, or feelings of the different subjects in study (Bergen, 2008, p. 26). This group devotes most of its time to face-to-face communications with the individuals being analyzed. Rationalists contend that the best way of gaining knowledge is by understanding the individuals with whom they interact. For them, knowledge development is a process in which the human mind imposes order on the data that the senses provide (Bergen 2008, p. 26). If a rationalist were to join a research team to design a study of the motor development of toddlers, he would likely monitor the behavior of different toddlers when facing various situations. Rationalists will try to prove, for example, that individuals desire to learn how to talk after learning how to move. This process is explained by rationalists as the application of cognitive structure to real life experiences, since individuals are seen as active in their own developmental progress rather than being passive receptors (Bergen, 2008, p. 16). When comparing rationalist and empiricist research methods, Bergen (2008) asserts that evidence presented from one knowledge schema will not always be accepted by proponents of another; however, if the research is rigorously done and reflects the theorists view of knowledge, this is usually considered sufficient to provide support for the constructs that have been tested (p. 29). Research done by an

THEORETICAL IDEAS IN EDUCATIONAL PSYCHOLOGY

empiricist will depict more mathematical models as a strategy to explain the relationship between variables. Contrariwise, research done by a rationalist will emphasize the qualitative changes of variables that affect the motor development of toddlers. Empiricist and rationalist research methods have been criticized by researchers that subscribe to non-linear theories. Non-linear theories focus on systems change, cultural consciousness, diversity of family structures, and an emphasis on child competence rather than incompetence (Bergen, 2008, p.13). Additionally, these theories analyze the sociohistorical and dynamical research methods, as well as their impact on human development. Sociohistorical research methods differ from empiricist and rationalist methods because linear theories do not incorporate the effects that external variables, such as culture and history, have on individuals. Development is a unique process of social initiation that begins when an individual embraces a new culture. Bergen (2008), states that rather than being able to predict based on identifying all the separate variables that might affect development or based on knowledge of an unfolding ideal process, sociohistorical theorists see development as more open-ended, with no rigid direction, pattern, or limit (p.17). Similarly, sociohistorical researches claim that individuals are complex entities that learn and behave differently according to particular situations. Therefore, it would be incongruous to elaborate hasty generalizations by assuming that all individuals are the same. If a researcher with a sociohistorical perspective joins a research team that is studying the motor development of toddlers, he or she would probably be inclined to

THEORETICAL IDEAS IN EDUCATIONAL PSYCHOLOGY

analyze how toddlers from a particular community develop their motor skills and how factors such as parents educational and income levels shape development. In todays global environment, cultures have bee n affected by technology. New technological advances have shaped the way individuals interact with others. Technology has allowed researchers to incorporate complexity, plasticity, self organization, and recursive nested features (Bergen, 2008, p. 17) into their studies. Proponents of dynamical research systems utilize minute process data and computers to map human developmental change processes. Also, they accept as true that chaotic complex systems such as human beings have the ability to self-organize into purposeful behavior and believe that sensitive dependence on initial conditions, in which a small input in a system may yield disparate results, can explain developmental change (Bergen, 2008, p. 17). If a supporter of the dynamical research methods were to participate in the study of the motor development of toddlers, he or she would likely develop a computer simulation that depicts the different functions of the brain while the toddler is in motion, talking, and/or when in front of a group of people. The study of human development is full of complexities due to the changing nature of humans. Human behavior is not easily predicted as nobody knows how humans will react to certain situations. While empiricists, rationalists, sociohistorical, and dynamical research methods may differ in the system used to apply human development theories into research and practice, these methods share similar goals. They enable predictions based on theoretical concepts and frameworks in order to solve problems that derive from predicted and unexpected changes. Empiricist and rationalist methods limit their analysis to just one or two variables, while sociohistorical and

THEORETICAL IDEAS IN EDUCATIONAL PSYCHOLOGY

dynamical research methods take into consideration the effects of the environment on humans. Sociohistorical and dynamical research methods allow researchers to expand their knowledge when trying to find the practicality of the different theories of human development. Reaching an agreement between empiricists, rationalists, sociohistorical, and dynamical systems methods can be challenging. By refraining from subjectivity, researchers avoid inconsistencies when applying theoretical ideas into the analysis of human development. In doing so, researchers demonstrate their level of expertise rather than their preferences and open doors for new discoveries.

THEORETICAL IDEAS IN EDUCATIONAL PSYCHOLOGY Reference Bergen, D. (2008). Human Development: Traditional and Contemporary Theories. New Jersey: Pearson Education, Inc.