Merenje u pedagoškim istraživanjima

Abstract

U ovom radu razmatraju se karakteristike merenja koje se koristi u istraživanjima u pedagogiji, kao i mogućnosti i dometi njegove primene u ovoj oblasti. Osobenosti merenja analizirane su u kontekstu rasprava o sledećim pitanjima: koje su osnovne tendencije u shvatanju merenja; da li su predmet merenja svojstva, nosioci svojstava ili i jedno i drugo i u čemu su njihove specifičnosti; kakva je priroda veza na kojima počivaju indirektna merenja; koje osobine najčešće poseduje broj koji se koristi u merenju i, u skladu s time, koje vrste odnosa među pojavama on može da izrazi; šta je suštinska karakteristika koja razdvaja merne od ostalih instrumenata koji se, takođe, koriste za prikupljanje podataka i u čemu su njihove specifičnosti? Razmatranju mogućnosti i dometa merenja u istraživanjima u pedagogiji pristupilo se sa tri aspekta: prirode pojava u pedagogiji karakteristika procedure merenja i osobenosti saznanja do koga se dolazi njegovom primenom.

The paper analyzes the characteristics of measurement used in pedagogic research and the possibilities and limits of its application in this field. The measurement features were analyzed in the context of discussion on the following issues and questions: basic tendencies in the modern use of the term; whether the main target is the measurement of features, feature carriers or both, and which are their specificities; what is the nature of relations on which indirect measurements are based; which features possesses the number used in measurement, and related to this, what types of relations it can express; what is the essential characteristic that separates the measuring from other instruments also used for gathering data, and what is specific about the measuring instrument? We approached the analysis from three aspects: the nature of the phenomena in pedagogy, the characteristics of the measurement procedure, and the specificity of the knowledge obtained by its application.