Research and methodology competency through the different contexts.

Abstract

The present article reveals the concept of research and methodology competency integrating it through different worldviews and timelines. A theoretical analysis of pedagogues and psychologists’ works is applied. In addition, with the purpose of deepening the conceptual problem, philosophers’ literature is used to emphasize the initial idea of the research and methodology phenomenon through various paradigms and discourse. Five educational paradigms are analyzed, and research methods prevailing are revealed to compare the core idea of the research and methodology competency concept at that period. Qualitative and quantitative research methods, the researcher’s position and participants’ background are taken into consideration while analyzing the research and methodology competency phenomenon. The literature theoretical review combines different periodization starting from 1957 to 2019. The latest research is presented to highlight shifting of the research focus to a student-centered paradigm and its connection to defining the concept of the research and methodology concept. In conclusion, a brief description of the five worldviews is presented based on more than ten literature sources.