-> None of that aswers the fundamental criticism, which is that the
-> conclusions
-> drawn are inferential and certainly not proven in any
-> real sense.  Inferences are sometimes correct, but often
-> incorrect as well.  I don't think this is a good way to
-> operate if you have an alternative process available.
->
-> While we, as individuals, have to operate most of the
-> time on inferences, and draw conclusions based upon
-> unstructured observation, this is a matter of convenience
-> only.  One cannot run an experiment every time one wishes
-> to DO something.  Otoh, there is no sound reason why
-> educational principles cannot be, or should not be,
-> subjected to a more rigorous criteria.....
Ron,
Thank you for stating so well, the point I have been trying to make to
Dan Triplett in this discussion about qualitative vs. quantitative
analyses.
While, as Dan says, qualitative analyses are becoming "accepted" in
education, the point that it really doesn't _prove_ anything
conclusively seems to escape him. I wonder if only those of us with
training in math, sciences and logic can appreciate this position?
Sheila
--- PCBoard (R) v15.22/M 10
---------------