{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-0EAJ47UF/b20d0404-28c9-4098-8e78-8e7deff0f326/PDF","dcterms:extent":"260 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:DOC-0EAJ47UF/4769fb5e-7bf8-4e11-b9c5-b4dd46e50cf3/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2005-2026","edm:begin":{"@xml:lang":"en","#text":"2005"},"edm:end":{"@xml:lang":"en","#text":"2026"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:DOC-0EAJ47UF","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-M10OPZYO"},{"@xml:lang":"sl","#text":"Sodobna pedagogika"}],"dcterms:issued":"2026","dc:creator":"Pahor, Sara","dc:format":[{"@xml:lang":"sl","#text":"številka:2"},{"@xml:lang":"sl","#text":"letnik:77"},{"@xml:lang":"sl","#text":"str. 49-63"}],"dc:identifier":["ISSN:0038-0474","DOI:10.63384/spB62z869s","COBISSID_HOST:284509699","URN:URN:NBN:SI:doc-0EAJ47UF"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"dc:subject":[{"@xml:lang":"en","#text":"educational research"},{"@xml:lang":"sl","#text":"epistemologija"},{"@xml:lang":"en","#text":"epistemology"},{"@xml:lang":"en","#text":"methodology"},{"@xml:lang":"sl","#text":"metodologija"},{"@xml:lang":"sl","#text":"pedagoško raziskovanje"},{"@xml:lang":"sl","#text":"raziskovalne metode"},{"@xml:lang":"en","#text":"research methods"},{"@xml:lang":"sl","#text":"triangulacija"},{"@xml:lang":"en","#text":"triangulation"}],"dcterms:temporal":{"@rdf:resource":"2005-2026"},"dc:title":{"@xml:lang":"sl","#text":"Vloga triangulacije v pedagoškem raziskovanju|"},"dc:description":[{"@xml:lang":"sl","#text":"This paper discusses triangulation as an important research strategy in educational research. Based on a historical overview of the development of the concept, we show how its role has expanded with the shift from positivist to constructivist and pragmatic paradigms, towards a more holistic understanding of complex social phenomena. We then analyse Denzin’s typology of triangulation, presenting and critically evaluating methodological, theoretical, investigator and data triangulation, as well as their applicability in educational research. The discussion is complemented by an examination of interdisciplinary and multiple triangulation. We emphasise that the use of triangulation strategies requires reflection on the researcher’s epistemological assumptions and careful justification aligned with the nature of the research problem. The paper concludes with the observation that triangulation, in the context of contemporary educational research, is understood primarily as a strategy for uncovering the multifaceted nature of research problems, rather than being reduced merely to a universal instrument for establishing scientific truth"},{"@xml:lang":"sl","#text":"V besedilu obravnavamo triangulacijo kot pomembno raziskovalno strategijo v pedagoškem raziskovanju. Na podlagi zgodovinskega pregleda razvoja pojma pokažemo, kako se je njena vloga s premikom od pozitivistične h konstruktivistični in pragmatični paradigmi razširila v smeri celovitega razumevanja kompleksnih družbenih pojavov. V nadaljevanju analiziramo Denzinovo tipologijo triangulacije, pri čemer predstavimo in kritično ovrednotimo metodološko, teoretsko, raziskovalno in podatkovno triangulacijo ter njihovo uporabnost v pedagoških raziskavah. Razpravo dopolnimo z analizo triangulacije znanstvenih disciplin in multiple triangulacije. Poudarimo, da vključevanje triangulacijskih strategij zahteva refleksijo raziskovalčevih epistemoloških izhodišč in skrbno utemeljitev v skladu z naravo raziskovalnega vprašanja. Obravnavo zaključimo z razmislekom, da triangulacija v sodobnem pedagoškem raziskovanju deluje predvsem kot način razpiranja večplastnosti raziskovalnega problema in ne le kot univerzalno sredstvo potrjevanja znanstvene resnice"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:DOC-0EAJ47UF","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:DOC-0EAJ47UF"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:DOC-0EAJ47UF/b20d0404-28c9-4098-8e78-8e7deff0f326/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by-sa/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:DOC-0EAJ47UF/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:DOC-0EAJ47UF"}}}}