Abstract
The intentionality of this essay is to specify epistemic implications
concerning a formative vision of quantitative methodology in the context of the
educational sciences. It provides an analysis that considers the elements that
integrate its characterization, such as nature, type and design of research,
hypotheses, variable system, techniques and instruments of data collection,
validity and reliability of a study oriented in this approach. For this, it was made
a bibliographical review to base its development and to explain in a figurative
way each of the aspects mentioned above. This approach, applied to scientific
research, refers to the procedures to be followed in order to respond to a
problem through the stated objectives, in line with the ontological,
epistemological and praxeological conception of current social-discursive
practices. All of this allowed to conclude that it is so important to incorporate all
the elements required by the methodological framework of all research, as well
as the pertinence of the choice of each and every one of them, taking into
account the coherence required in the assumed paradigm. Consequently, one
must be careful not to enter into contradictions or arbitrariness that obstruct the
culmination of work, by confusing the terms used in it.
Keywords: vision; methodology; education.
Date Received: 15-05-2017
Date Acceptance: 22-06-2017
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Arbitrado
Formative Vision of the Quantitative Methodology in Education