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Conceptual Analysis in Social Studies Research [microform] / Ted M. Feely, Jr
Bib ID 5242321
Format BookBook, MicroformMicroform, OnlineOnline
Author
Feely, Ted M., Jr
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1972 
11 p. 
Summary

The major assumption in this paper is that in order to improve social studies education, concepts and terminology must be clear and rigorous. Addressing three major points, the monograph discusses the types of situations calling for conceptual analysis, the definition of conceptual analysis, and aids for those interested in conceptual analysis. Conceptual analysis is called for when key concepts employed are either vague and/or ambiguous. Secondly, clarification of key terms is at the basis of sound research. The analysis of a concept is an act of investigation that focuses upon the use of language, and more specifically, upon the meanings which are implied in the use of language. Suggestions for those pursuing conceptual analysis are to locate a resource person skilled in the clarification of educational concepts and to do reading on one's own. A brief annotated bibliography of books that provide insights into what conceptual analysis is along with insights into techniques and procedures concludes the paper. (Author/SJM)

Notes

ERIC Note: Prepared for the Annual Meeting of the National Council for the Social Studies (Boston, Massachusetts, November, 1972).

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Concept Formation.  |  Definitions.  |  Educational Needs.  |  Social Studies.  |  Speeches.  |  Conceptual Analysis
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