Principle-Based Concept Analysis in Educational Sciences: A Practical Guide to Methodology and Applications
DOI:
https://doi.org/10.12775/PBE.2025.034Słowa kluczowe
principle-based concept analysis, systematic review, educational research, interpretive paradigmAbstrakt
The article serves as a guide to the application of Principle-Based Concept Analysis (PBCA). This approach aligns the method with the interpretive paradigm. The use of this methodology in educational research enables a multidimensional theoretical and practical analysis of concepts that are variably defined and operationalized. A systematic review conducted using PBCA meets the criteria of replicability, credibility, and transparency of results, making it a valuable tool for advancing both the theoretical and practical foundations of the discipline. The aim of this article is to present the fundamental assumptions of PBCA, including specific
directives that facilitate its application in educational research. The article outlines the theoretical and methodological foundations of the method, with particular emphasis on its phases and the four key principles – epistemological, pragmatic, linguistic, and logical – which enable
effective comparison of concepts used in the study of education.
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Prawa autorskie (c) 2025 Kamila Kacprzak-Wachniew, Justyna Spychalska-Stasiak
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Bez utworów zależnych 4.0 Międzynarodowe.
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