ABSTRACT
Research evidence has its strengths; it also has its limitations. Before leading on to the main part of the book where the results of empirical research are used to develop a model of the learning process, it is important to outline the main approaches to research in educational psychology. It is also possible to outline a general strategy towards carrying out research into education. Indicating stages through which many research studies pass over-emphasizes the logical aspects of scientific procedures, at the expense of the imaginative, but it does illustrate the careful, systematic approach — the disciplined enquiry — which leads to greater objectivity and more demonstrable validity in considering educational issues.
