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MÜZİK EĞİTİMİ ARAŞTIRMALARINDA DEĞİŞEN PARADİGMA VE YÖNTEMLER

CHANGING PARADIGMS AND METHODOLOGIES IN MUSIC EDUCATION RESEARCHES

Journal Name:

  • Eğitim ve Öğretim Araştırmaları Dergisi

Publication Year:

  • 2013

Key Words:

Keywords (Original Language):

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Abstract (2. Language): 
The main lines of research on music education can be classified into three: historical, philosophical and behavioral. The philosophical and methodological changes in social sciences/humanities have also been reflected to music and music education research. Thus, ethnographic-oriented qualitative studies have emerged in music education research which has long been influenced by a measurement tradition based on standard psychological, sociological and pedagogical tests. In the context of qualitative research whose roots lie in strong philosophers like Dilthey, Weber and Kant, the music education researcher's identity and role have also been influenced. The researcher who focuses on data explained by means of quantitative/statistical methods may ignore the "facts" related to children/students' musical development and learning in their natural environment. The main change in the identity of a music education researcher who has started to use qualitative techniques like participatory observation, interview, biographic analysis, archive search is distancing oneself from reaching the "single" reality, insisting on a rigid deterministic approach or generalization, and instead of these seeking "multiple reality". The aim of the present study is to analyze the development of qualitative research and its reflections within the scope of music education in a way that covers the changes in the researcher's identity.
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Abstract (Original Language): 
Müzik eğitiminde araştırma türleri başlıca üç başlıkta özetlenmektedir: Tarihsel, felsefi ve davranışsal. Sosyal/insani bilimlerde yaşanan felsefi ve metodolojik değişimler müzik ve müzik eğitimi araştırmalarında da kendini göstermiştir. Böylece, psikoloji, sosyoloji ve pedagoji alanındaki standart testlerle gerçekleştirilen ölçme geleneğinden uzun süre etkilenen müzik eğitimi araştırmaları etnografik temelli nitel araştırmalara sahne olmaya başlamıştır. Temeli Dilthey, Weber ve Kant gibi güçlü felsefecilere dek varan nitel araştırmalar bağlamında müzik eğitimi araştırmacısının kimlik ve rolü de etkilenmiştir. Nicel yöntemlerle sayısal/istatistiksel olarak açıklanmaya çalışılan verilere odaklanan araştırmacı, çocukların/öğrencilerin doğal ortamlarındaki müziksel gelişim ve öğrenmeye ait “gerçekleri” göz ardı edebilmektedir. Müzik eğitiminde katılımcı gözlem, görüşme, biyografik inceleme, arşiv tarama gibi nitel teknikleri kullanmaya başlayan araştırmacı kimliğindeki en temel değişim ise araştırmacının pozitivist anlayıştaki “tek” gerçekliğe varma, katı bir determinist yaklaşımda ısrar etme ya da genelleme gibi anlayışlardan sıyrılıp “çoklu gerçekliğe” başvurmasıdır. Bu çalışmanın amacı; nitel araştırmanın gelişimini ve müzik eğitimi bağlamındaki yansımalarını araştırmacı kimliğindeki değişimleri de içerecek şekilde ele almaktır.
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