About this paper

Appears in:
Pages: 1166-1177
Publication year: 2009
ISBN: 978-84-613-2953-3
ISSN: 2340-1095

Conference name: 2nd International Conference of Education, Research and Innovation
Dates: 16-18 November, 2009
Location: Madrid, Spain

A COGNITIVE APPROACH TO RESEARCH AND EDUCATION

A. Guney

Delft University of technology (NETHERLANDS)
What do we mean by research? How could we explain it in terms of a semantic network? Do we need to make research to learn? Is it necessary for our own education as a researcher? Does it make a substantial contribution to educating ourselves? Do researchers need teaching to improve their research?

What kind of methods could we use for research and education? Can we use some methods for both?

Teaching is inter-activating your knowledge to make other minds learn; interactive reaction of learners can trigger an unexpected association between what you know and also yields new questions on that matter. Such as instructing, publishing papers and books, conferences, discussion forums, public debates, etc.

Research is going in depth with the subject matter at hand. It is accumulating knowledge about the issue at hand, then representing it. Research requires description of the question at hand through a philosophical worldview and requires also methodologies beforehand. Nevertheless, research is, in a way, gaining specific knowledge about a specific case. Learning sorts are, among others, learning by discovery, analogy, research, design, instruction, being taught, experience, repeating, e-learning, etc.

Nonetheless, you test/measure your research by a learners group, when it is relevant. You can use learners also as participants since it is more economical and efficient.

Can we imagine research without education? Some researches are not directly relevant to education, for its being a specific matter outside of education, though the results also can be used as case example for education. Eventually, education and research are inter-related. Nevertheless, they stimulate each other.

Could education without research be fruitful, at all? We can imagine it only for a learner in the case of didactic teaching, but for the rest there is always a relationship between research and education.

Finally, the cognitive structure of education and research is interwoven. They cannot exist without each other, which supports issue-based learning that uses analogy which is a very creative cognitive attitude. Educators should exploit students’ entire capabilities. Creative education employs multiple mental skills.


@InProceedings{GUNEY2009ACO,
author = {Guney, A.},
title = {A COGNITIVE APPROACH TO RESEARCH AND EDUCATION},
series = {2nd International Conference of Education, Research and Innovation},
booktitle = {ICERI2009 Proceedings},
isbn = {978-84-613-2953-3},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {16-18 November, 2009},
year = {2009},
pages = {1166-1177}}
TY - CONF
AU - A. Guney
TI - A COGNITIVE APPROACH TO RESEARCH AND EDUCATION
SN - 978-84-613-2953-3/2340-1095
PY - 2009
Y1 - 16-18 November, 2009
CI - Madrid, Spain
JO - 2nd International Conference of Education, Research and Innovation
JA - ICERI2009 Proceedings
SP - 1166
EP - 1177
ER -
A. Guney (2009) A COGNITIVE APPROACH TO RESEARCH AND EDUCATION, ICERI2009 Proceedings, pp. 1166-1177.
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