RSE4801
ASSIGNMENT 6 (Cont)
DUE DATE: 16 JANUARY 2025
,1
TABLE OF CONTENTS
Title Page ............................................................................... 1
Table of Contents ................................................................... 1
Question A: Becoming an Educational Researcher ............... 2
Question B: Contexts of Research ......................................... 3
Question C: Research Paradigms .......................................... 5
Question D: Theories and Concepts in Research .................. 8
Question E: Research Types ................................................ 9
Question F: Research Methods ............................................ 14
Question G: Research Criteria .............................................. 15
Question H: Research Ethics ................................................ 17
Reference List ...................................................................... 20
, 2
RSE4801 Assignment 6 (2026)
DUE 16 JANUARY 2025
A. Learning Unit 1 – Becoming an Educational Researcher
An effective educational researcher must cultivate a disposition of curiosity and critical
inquiry. Research is “not only a set of activities, but a way of living. It requires a curious
mind that looks for and welcomes new experiences and ideas”. In practice this means
an educational researcher continually asks probing questions, seeks deeper
understanding, and is not satisfied with superficial explanations. This inquiring stance
goes hand in hand with critical thinking and reflexivity: the researcher maintains
awareness of her own assumptions and biases and continually questions them. Such
reflexivity also described as a disposition of “questioning, doubting, experimenting and
reflecting” ensures that research design is not taken for granted but is constantly
examined in light of theory and context. Qualities like curiosity, open-mindedness,
courage, persistence, and critical self-awareness are fundamental to being an
educational researcher.
These qualities directly shape research design and outcomes. For example, a curious
researcher will craft research questions that probe underlying issues and consider novel
angles - “research is first about asking good questions that aim to identify underlying
issues”. This leads to creative and comprehensive study designs. Likewise, critical
thinking drives rigorous methodology: a researcher aware of power dynamics may
choose participatory methods to empower marginalized voices, or ensure sampling
strategies that avoid bias. An attitude of courage and persistence as Kant noted,
“courage to use your own reason” means the researcher is willing to challenge
conventional methods or explore complex topics even when difficult. These traits ensure
ASSIGNMENT 6 (Cont)
DUE DATE: 16 JANUARY 2025
,1
TABLE OF CONTENTS
Title Page ............................................................................... 1
Table of Contents ................................................................... 1
Question A: Becoming an Educational Researcher ............... 2
Question B: Contexts of Research ......................................... 3
Question C: Research Paradigms .......................................... 5
Question D: Theories and Concepts in Research .................. 8
Question E: Research Types ................................................ 9
Question F: Research Methods ............................................ 14
Question G: Research Criteria .............................................. 15
Question H: Research Ethics ................................................ 17
Reference List ...................................................................... 20
, 2
RSE4801 Assignment 6 (2026)
DUE 16 JANUARY 2025
A. Learning Unit 1 – Becoming an Educational Researcher
An effective educational researcher must cultivate a disposition of curiosity and critical
inquiry. Research is “not only a set of activities, but a way of living. It requires a curious
mind that looks for and welcomes new experiences and ideas”. In practice this means
an educational researcher continually asks probing questions, seeks deeper
understanding, and is not satisfied with superficial explanations. This inquiring stance
goes hand in hand with critical thinking and reflexivity: the researcher maintains
awareness of her own assumptions and biases and continually questions them. Such
reflexivity also described as a disposition of “questioning, doubting, experimenting and
reflecting” ensures that research design is not taken for granted but is constantly
examined in light of theory and context. Qualities like curiosity, open-mindedness,
courage, persistence, and critical self-awareness are fundamental to being an
educational researcher.
These qualities directly shape research design and outcomes. For example, a curious
researcher will craft research questions that probe underlying issues and consider novel
angles - “research is first about asking good questions that aim to identify underlying
issues”. This leads to creative and comprehensive study designs. Likewise, critical
thinking drives rigorous methodology: a researcher aware of power dynamics may
choose participatory methods to empower marginalized voices, or ensure sampling
strategies that avoid bias. An attitude of courage and persistence as Kant noted,
“courage to use your own reason” means the researcher is willing to challenge
conventional methods or explore complex topics even when difficult. These traits ensure
