I find that future educators often glaze over when I mention research. When faced with this reaction, I often propose that researchers face a challenge many “experts” on educational topics are not required to address. Researchers\u00a0must be very concrete when it comes to the topics they study. I did say concrete. The notion that academics are abstract is a representation and when true applies to explanations they offer but not the techniques they use. Unlike other experts who can offer generalizations, researchers must conduct experi ents. They are doer and not talkers. They have to define their interests in terms of specific situations and actions. I describe this as “operationalization” which may not be a familiar term. It pretty much means researchers are required to explain how an hypothesis is turned into an investigation. They cannot hide behind vague terms – motivation, engagement, creative, etc.<\/p>\n
The skills of critical thinking and literacy make a good example. Both sound like areas in which we want to encourage achievement, but what are such skills when it comes to a specific setting? My own interest is in these skills as applied in online learning. Here is an example of a study<\/a>\u00a0developed by a researcher focused on these skills. I encourage educators to consider the “Methods” section.<\/p>\n The great thing about the specificity of research is that the methodology offers something concrete to discuss and debate.<\/p>\n