Authors: Mariana Ardelean
Affiliation
University of Medicine, Pharmacy, Science and Technology, Târgu Mureş, Romania
Abstract
The “system” approach of the variables that govern a “functional unit” of experimental nature evidences the fact that in pedagogical research, effects are changed not only by causes, but also by other variables, susceptible of generating knowledge errors. An experimental result, unaffected by gross errors or systematic errors, can be affected by random errors. Unrecognizing the types of errors that may influence the research, the conditioning relationships between these and the variables that trigger them can seriously affect the experimental strategy, with easy-to-understand consequences on the objectives pursued. The same undesired effects may occur when the negligence of the researcher manifests by omitting the “(re)calibration” of experimental conditions at certain time intervals. Identification of disruptive variables that can appear in pedagogical research is an indispensable “prophylactic measure” as early as the pre-experimental phase.
Key words: disruptive variables, pedagogical experiment, random errors, systematic errors, gross errors.
08-ardelean127-129
