The same is true in the social sciences and education, where questions ranging from individual learning of varied subject matter to fundamental social patterns to cultural norms determine the length of time, the number of people, and the kind of research instruments that are needed in conducting the studies.
Differences in the phenomena typically under investigation do distinguish the research conducted by physical and social scientists.
We have argued in previous chapters that our principles of science are common across disciplines and fields and that the accumulation of knowledge progresses in roughly the same way.
Furthermore, profoundly different methods and approaches characterize each discipline and field in the physical sciences, depending on such things as the time frame, the scale of magnitude, and the complexity of the instrumentation required.
These approaches are often particularly important in studying how changes in school subject matter or the development of new technologies can be incorporated into educational practice.