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Qualitative case study in pedagogical research: Cognitive possibilities and limitations

Kvalitativna studija slučaja u pedagoškim istraživanjima - saznajne mogućnosti i ograničenja

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2008
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Ševkušić, Slavica
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Abstract
This paper discusses the cognitive possibilities and limitations of case study, as a qualitative research approach, and the fields of its application in studying pedagogical problems. Special attention is paid to different ways of defining and usual criticism pointed at this strategy in methodological literature of recent date: (1) general, theoretical (context independent) knowledge is much more valuable from actual, practical (context dependent) knowledge; (2) one cannot perform generalizations based on an individual case and therefore case study cannot contribute to the development of science; (3) case study is the most useful in generating hypotheses, that is, for the first phase of research process, while other methods are more suitable for testing hypotheses and building a theory; (4) case study tends to be partial towards verification, that is, the tendency of a researcher to confirm his/her previously established concepts; (5) it is often very difficult to present in brief the ...specific case study, and especially difficult to deduce general suggestions and theories on the basis of a specific case study. The objections, therefore, regard the possibility of theory development, reliability and validity of the approach, or doubt in its scientific status. The author of this paper discusses the justifiability of these objections and points out to different methodological procedures of arranging and analyzing the data collected for studying the case, which contribute to the reliability of this research approach. As a general conclusion, it is stated that the case method contains all the features relevant for studying pedagogical phenomena: preservation of the integrality of the phenomenon, appreciation of its context, developmental dimension and complementariness of different data sources.

U radu se razmatraju saznajne mogućnosti i ograničenja studije slučaja, kao kvalitativnog istraživačkog pristupa i područja njene primene u proučavanju pedagoških problema. Posebno se posvećuje pažnja različitim načinima definisanja i uobičajenim kritikama koje se ovoj strategiji upućuju u metodološkoj literaturi novijeg datuma: (1) uopšteno, teorijsko (nezavisno od konteksta) znanje mnogo je vrednije od konkretnog, praktičnog (od konteksta zavisnog) znanja; (2) ne mogu se vršiti generalizacije na osnovu pojedinačnog slučaja i zbog toga studija slučaja ne može doprineti razvoju nauke; (3) studija slučaja je najkorisnija za generisanje hipoteza, tj. za prvu fazu istraživačkog procesa, dok su druge metode podesnije za testiranje hipoteza i građenje teorije; (4) studija slučaja sklona je pristrasnosti ka verifikaciji, tj. tendenciji istraživača da potvrdi svoje prethodno ustanovljene pojmove; (5) često je veoma teško da se ukratko izloži specifična studija slučaja, a posebno je teško da s...e izvedu opšti predlozi i teorije na osnovu specifične studije slučaja. Prigovori se, dakle, tiču mogućnosti razvoja teorije, pouzdanosti i validnosti pristupa, ili sumnje u njegov naučni status. Autor rada diskutuje o opravdanosti ovih prigovora i ukazuje na različite metodološke postupke sređivanja i analize podataka prikupljenih za proučavanje slučaja, koji doprinose pouzdanosti ovog istraživačkog pristupa. Kao opšti zaključak, navodi se da su u metodu slučaja sadržana sva svojstva relevantna za izučavanje pedagoških fenomena: očuvanje celine pojave, uvažavanje njenog konteksta, razvojna dimenzija i komplementarnost različitih izvora podataka.

Keywords:
case study / qualitative methods / pedagogical research / studija slučaja / kvalitativne metode / pedagoška istraživanja
Source:
Zbornik Instituta za pedagoška istraživanja, 2008, 40, 2, 239-256
Publisher:
  • Institut za pedagoška istraživanja, Beograd
Funding / projects:
  • Education for knowledge based society (RS-149001)

ISSN: 0579-6431

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URI
http://ipir.ipisr.org.rs/handle/123456789/120
Collections
  • Zbornik Instituta za pedagoška istraživanja
  • Radovi istraživača / Researchers’ publications
Institution/Community
IPI
TY  - JOUR
AU  - Ševkušić, Slavica
PY  - 2008
UR  - http://ipir.ipisr.org.rs/handle/123456789/120
AB  - This paper discusses the cognitive possibilities and limitations of case study, as a qualitative research approach, and the fields of its application in studying pedagogical problems. Special attention is paid to different ways of defining and usual criticism pointed at this strategy in methodological literature of recent date: (1) general, theoretical (context independent) knowledge is much more valuable from actual, practical (context dependent) knowledge; (2) one cannot perform generalizations based on an individual case and therefore case study cannot contribute to the development of science; (3) case study is the most useful in generating hypotheses, that is, for the first phase of research process, while other methods are more suitable for testing hypotheses and building a theory; (4) case study tends to be partial towards verification, that is, the tendency of a researcher to confirm his/her previously established concepts; (5) it is often very difficult to present in brief the specific case study, and especially difficult to deduce general suggestions and theories on the basis of a specific case study. The objections, therefore, regard the possibility of theory development, reliability and validity of the approach, or doubt in its scientific status. The author of this paper discusses the justifiability of these objections and points out to different methodological procedures of arranging and analyzing the data collected for studying the case, which contribute to the reliability of this research approach. As a general conclusion, it is stated that the case method contains all the features relevant for studying pedagogical phenomena: preservation of the integrality of the phenomenon, appreciation of its context, developmental dimension and complementariness of different data sources.
AB  - U radu se razmatraju saznajne mogućnosti i ograničenja studije slučaja, kao kvalitativnog istraživačkog pristupa i područja njene primene u proučavanju pedagoških problema. Posebno se posvećuje pažnja različitim načinima definisanja i uobičajenim kritikama koje se ovoj strategiji upućuju u metodološkoj literaturi novijeg datuma: (1) uopšteno, teorijsko (nezavisno od konteksta) znanje mnogo je vrednije od konkretnog, praktičnog (od konteksta zavisnog) znanja; (2) ne mogu se vršiti generalizacije na osnovu pojedinačnog slučaja i zbog toga studija slučaja ne može doprineti razvoju nauke; (3) studija slučaja je najkorisnija za generisanje hipoteza, tj. za prvu fazu istraživačkog procesa, dok su druge metode podesnije za testiranje hipoteza i građenje teorije; (4) studija slučaja sklona je pristrasnosti ka verifikaciji, tj. tendenciji istraživača da potvrdi svoje prethodno ustanovljene pojmove; (5) često je veoma teško da se ukratko izloži specifična studija slučaja, a posebno je teško da se izvedu opšti predlozi i teorije na osnovu specifične studije slučaja. Prigovori se, dakle, tiču mogućnosti razvoja teorije, pouzdanosti i validnosti pristupa, ili sumnje u njegov naučni status. Autor rada diskutuje o opravdanosti ovih prigovora i ukazuje na različite metodološke postupke sređivanja i analize podataka prikupljenih za proučavanje slučaja, koji doprinose pouzdanosti ovog istraživačkog pristupa. Kao opšti zaključak, navodi se da su u metodu slučaja sadržana sva svojstva relevantna za izučavanje pedagoških fenomena: očuvanje celine pojave, uvažavanje njenog konteksta, razvojna dimenzija i komplementarnost različitih izvora podataka.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Qualitative case study in pedagogical research: Cognitive possibilities and limitations
T1  - Kvalitativna studija slučaja u pedagoškim istraživanjima - saznajne mogućnosti i ograničenja
EP  - 256
IS  - 2
SP  - 239
VL  - 40
UR  - conv_455
ER  - 
@article{
author = "Ševkušić, Slavica",
year = "2008",
abstract = "This paper discusses the cognitive possibilities and limitations of case study, as a qualitative research approach, and the fields of its application in studying pedagogical problems. Special attention is paid to different ways of defining and usual criticism pointed at this strategy in methodological literature of recent date: (1) general, theoretical (context independent) knowledge is much more valuable from actual, practical (context dependent) knowledge; (2) one cannot perform generalizations based on an individual case and therefore case study cannot contribute to the development of science; (3) case study is the most useful in generating hypotheses, that is, for the first phase of research process, while other methods are more suitable for testing hypotheses and building a theory; (4) case study tends to be partial towards verification, that is, the tendency of a researcher to confirm his/her previously established concepts; (5) it is often very difficult to present in brief the specific case study, and especially difficult to deduce general suggestions and theories on the basis of a specific case study. The objections, therefore, regard the possibility of theory development, reliability and validity of the approach, or doubt in its scientific status. The author of this paper discusses the justifiability of these objections and points out to different methodological procedures of arranging and analyzing the data collected for studying the case, which contribute to the reliability of this research approach. As a general conclusion, it is stated that the case method contains all the features relevant for studying pedagogical phenomena: preservation of the integrality of the phenomenon, appreciation of its context, developmental dimension and complementariness of different data sources., U radu se razmatraju saznajne mogućnosti i ograničenja studije slučaja, kao kvalitativnog istraživačkog pristupa i područja njene primene u proučavanju pedagoških problema. Posebno se posvećuje pažnja različitim načinima definisanja i uobičajenim kritikama koje se ovoj strategiji upućuju u metodološkoj literaturi novijeg datuma: (1) uopšteno, teorijsko (nezavisno od konteksta) znanje mnogo je vrednije od konkretnog, praktičnog (od konteksta zavisnog) znanja; (2) ne mogu se vršiti generalizacije na osnovu pojedinačnog slučaja i zbog toga studija slučaja ne može doprineti razvoju nauke; (3) studija slučaja je najkorisnija za generisanje hipoteza, tj. za prvu fazu istraživačkog procesa, dok su druge metode podesnije za testiranje hipoteza i građenje teorije; (4) studija slučaja sklona je pristrasnosti ka verifikaciji, tj. tendenciji istraživača da potvrdi svoje prethodno ustanovljene pojmove; (5) često je veoma teško da se ukratko izloži specifična studija slučaja, a posebno je teško da se izvedu opšti predlozi i teorije na osnovu specifične studije slučaja. Prigovori se, dakle, tiču mogućnosti razvoja teorije, pouzdanosti i validnosti pristupa, ili sumnje u njegov naučni status. Autor rada diskutuje o opravdanosti ovih prigovora i ukazuje na različite metodološke postupke sređivanja i analize podataka prikupljenih za proučavanje slučaja, koji doprinose pouzdanosti ovog istraživačkog pristupa. Kao opšti zaključak, navodi se da su u metodu slučaja sadržana sva svojstva relevantna za izučavanje pedagoških fenomena: očuvanje celine pojave, uvažavanje njenog konteksta, razvojna dimenzija i komplementarnost različitih izvora podataka.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Qualitative case study in pedagogical research: Cognitive possibilities and limitations, Kvalitativna studija slučaja u pedagoškim istraživanjima - saznajne mogućnosti i ograničenja",
pages = "256-239",
number = "2",
volume = "40",
url = "conv_455"
}
Ševkušić, S.. (2008). Qualitative case study in pedagogical research: Cognitive possibilities and limitations. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 40(2), 239-256.
conv_455
Ševkušić S. Qualitative case study in pedagogical research: Cognitive possibilities and limitations. in Zbornik Instituta za pedagoška istraživanja. 2008;40(2):239-256.
conv_455 .
Ševkušić, Slavica, "Qualitative case study in pedagogical research: Cognitive possibilities and limitations" in Zbornik Instituta za pedagoška istraživanja, 40, no. 2 (2008):239-256,
conv_455 .

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