Abstract
A description of the ontological assumptions, epistemological commitments, and methodological implications for three basic genres of quantitative research.
Highlights
Since the dawn of physics education research (PER), the use of quantitative techniques in empirical studies for data production and interpretation has long been a tradition [1,2,3,4,5]
This topic offers a justified rationale for the kind of theoretical investigations presented in the current paper
Drawing on this basis, I provide a closer look at quantitative methods in education research by delving into their similarities to and differences from other methods of practices, such as qualitative methods in educational studies and quantitative methods in conventional physics
Summary
Since the dawn of physics education research (PER), the use of quantitative techniques in empirical studies for data production and interpretation has long been a tradition [1,2,3,4,5]. This tradition largely reflects the historical fact that many earlier researchers in the field were trained as physicists [2,5,6]. My paradigmatic inquiries should be taken as illustrative rather than all inclusive
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