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dc.contributor.authorNordahl-Hansen, Anders
dc.contributor.authorKvernbekk, Tone
dc.date.accessioned2020-09-04T13:18:23Z
dc.date.available2020-09-04T13:18:23Z
dc.date.created2020-05-14T07:33:49Z
dc.date.issued2020-05-13
dc.identifier.citationNordisk tidsskrift for pedagogikk og kritikk. 2020, 6, 88-99.en_US
dc.identifier.issn2387-5739
dc.identifier.urihttps://hdl.handle.net/11250/2676485
dc.description.abstractThis article presents a philosophical tour encircling the concept construct validity. Encapsulated by two major perspectives, realism and antirealism, we visit key topics within the philosophy of educational science such as representation and reference, truth, explanation and causation. We discuss how realism and antirealism deal with unobservables through the distinction between appearance and reality. We examine the two perspectives’ stance on observational terms (O-terms) and theoretical terms (T-terms), and look at the consequences implied for researchers that reside within the two perspectives. We argue that the understanding of the concept of construct validity is essential for educational researchers and researchers from any scientific discipline. Furthermore, the discussions of construct validity raised here is important beyond the research realm, such as in educational practice and in all everyday inferences people make about theoretical entities. Any researcher and practitioner is free to choose between the -isms, but must be aware that the choice has consequences.en_US
dc.language.isoengen_US
dc.publisherCappelen Damm Akademisken_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectrealismen_US
dc.subjectantirealismen_US
dc.subjectconstructsen_US
dc.subjectphilosophy of scienceen_US
dc.subjecteducational researchen_US
dc.titleConstruct Validity in Scientific Representation: A Philosophical Touren_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subject.nsiVDP::Humaniora: 000::Filosofiske fag: 160en_US
dc.source.pagenumber88-99en_US
dc.source.volume6en_US
dc.source.journalNordisk tidsskrift for pedagogikk og kritikken_US
dc.identifier.doihttps://doi.org/10.23865/ntpk.v6.1704
dc.identifier.cristin1810895
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal