scholarly journals Mixed methods and triangulation in history education research: Introduction

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Roland Bernhard ◽  
Christoph Bramann ◽  
Christoph Kühberger
Keyword(s):  
Education Research ◽  
Mixed Methods ◽  
History Education

scholarly journals The untapped potential of mixed-methods research approaches for German history education research

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Manuel Köster ◽  
Holger Thünemann
Keyword(s):  
Education Research ◽  
Mixed Methods ◽  
Mixed Methods Research ◽  
Quantitative Methods ◽  
History Education ◽  
Added Value ◽  
German History ◽  
Research Approach ◽  
German Studies ◽  
Qualitative Approaches

Despite some pioneering studies, mixed-methods research approaches are uncommon in the German history education community, in contrast to the general increase in mixed-methods research in the educational and social sciences. Conversely, German history education research currently appears to favour quantitative methods as opposed to qualitative approaches – at least in larger research projects. In this paper, we argue for a more inclusive research approach combining qualitative and quantitative methods. Discussion of a pioneering study from the 1980s (Jeismann et al ., 1987) highlights implementation of this unusual approach to history education research in Germany. To illuminate the added value of such a mixed-methods research approach, we discuss two published German studies that respectively rely on quantitative (Trautwein et al ., 2017) and qualitative (Köster, 2013) research methods. A mixed-methods approach might have illuminated each study's 'blind spots'.

scholarly journals How to use mixed-methods and triangulation designs: An introduction to history education research

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Udo Kelle ◽  
Christoph Kühberger ◽  
Roland Bernhard
Keyword(s):  
Education Research ◽  
Mixed Methods ◽  
Social Research ◽  
History Education ◽  
Social Phenomena ◽  
History Teachers ◽  
Method Integration ◽  
Research Profile ◽  
Teachers Beliefs ◽  
German Speaking

As in many other social science disciplines, mixed methods and triangulation are gaining importance in history education research. Nevertheless, in this discipline there is also a prevailing lack of theoretical and methodological reflection about method integration. With this article, we wish to stimulate the methodological debate regarding this issue within the community of history education researchers and to strengthen the research profile of the discipline. We start by presenting lines of discussion regarding adequate research methods for the investigation of different types of social phenomena. Thereafter, we show how the 'paradigm wars' in social research were mitigated by the development of integrative concepts such as triangulation and mixed methods. Then we focus on current developments in history education research in German-speaking countries. Finally, we give a brief overview on international research into history teachers' beliefs, thereby addressing specific challenges for the application of triangulation or mixed methods in our discipline.

scholarly journals Triangulation in history education research, and its limitations: A view from the UK

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Terry Haydn
Keyword(s):  
Education Research ◽  
Mixed Methods ◽  
Sample Size ◽  
History Education ◽  
Education Reforms ◽  
Research Approach ◽  
Evidence Based ◽  
History Teachers ◽  
Research Outcomes ◽  
The Uk

This paper explains how different forms of triangulation have been used in recent history education research in the UK, and attempts to assess the strengths and weaknesses of different approaches to triangulation. It also draws attention to the limitations of triangulation as a means of making claims about the validity of research outcomes. In spite of the pronouncements of policymakers in the UK that education reforms will be 'evidence based', there are many examples of distortion and misrepresentation in the field of history education research. The paper gives some examples of the ways in which triangulation and mixed methods have been used in research in history education in the UK, and argues that without an underpinning commitment to veracity and respect for evidence, sample size, research approach and range of triangulation methods cannot ensure that reasonable claims are made for the outcomes of research. The concluding section of the paper suggests ways of complementing triangulation as a means of moderating judgements and claims in history education research, and argues that it is important that history teachers have an intelligent and well-informed understanding of the potential usefulness and the limitations of research studies in history education. Although the examples of research cited are from the UK, the question of how to optimize the use of mixed methods in history education research is an important issue for researchers and academics in history education worldwide.

scholarly journals Linking Quantitative and Qualitative Network Approaches: A Review of Mixed Methods Social Network Analysis in Education Research

2020 ◽  
Vol 44 (1) ◽  
pp. 244-268 ◽  
Author(s):  
Dominik E. Froehlich ◽  
Sara Van Waes ◽  
Hannah Schäfer
Keyword(s):  
Education Research ◽  
Social Network ◽  
Mixed Methods ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Social Relationships ◽  
Mixed Methods Research ◽  
Qualitative Approaches ◽  
Research Questions ◽  
Network Approaches

Social network analysis (SNA) is becoming a prevalent method in education research and practice. But criticism has been voiced against the heavy reliance on quantification within SNA. Recent work suggests combining quantitative and qualitative approaches in SNA—mixed methods social network analysis (MMSNA)—as a remedy. MMSNA is helpful for addressing research questions related to the formal or structural side of relationships and networks, but it also attends to more qualitative questions such as the meaning of interactions or the variability of social relationships. In this chapter, we describe how researchers have applied and presented MMSNA in publications from the perspective of general mixed methods research. Based on a systematic review, we summarize the different applications within the field of education and learning research, point to potential shortcomings of the methods and its presentation, and develop an agenda to support researchers in conducting future MMSNA research.

scholarly journals Mixed-Methods Design in Biology Education Research: Approach and Uses

2016 ◽  
Vol 15 (4) ◽  
pp. rm5 ◽  
Author(s):  
Abdi-Rizak M. Warfa
Keyword(s):  
Education Research ◽  
Mixed Methods ◽  
Educational Research ◽  
Mixed Methods Research ◽  
Biology Education ◽  
Research Approach ◽  
Mixed Methods Design ◽  
Methodological Issues ◽  
Practical Guidelines ◽  
Single Method

Educational research often requires mixing different research methodologies to strengthen findings, better contextualize or explain results, or minimize the weaknesses of a single method. This article provides practical guidelines on how to conduct such research in biology education, with a focus on mixed-methods research (MMR) that uses both quantitative and qualitative inquiries. Specifically, the paper provides an overview of mixed-methods design typologies most relevant in biology education research. It also discusses common methodological issues that may arise in mixed-methods studies and ways to address them. The paper concludes with recommendations on how to report and write about MMR.

scholarly journals Metodo mistoak Hezkuntza-ikerkuntzan

Tantak ◽  
2018 ◽  
Vol 30 (1) ◽  
pp. 87-111
Author(s):  
Karlos Santiago Etxeberria ◽  
Olaia Jiménez Arrieta ◽  
J.F. Lukas Mujika
Keyword(s):  
Education Research ◽  
Mixed Methods ◽  
Educational Research ◽  
Mixed Method ◽  
Basic Principles ◽  
General Review ◽  
Research Paradigms

This article sets out to provide a general review of the basic principles of what is known as “methodological complementarity” in education research. Firstly, it addresses the context in which mixed methods have emerged to then go on to review some of the definitions. After reflecting on the advantages and limitations of these methods, several designs of mixed methods with examples drawn from education research and assessment are presented. The article concludes with an exposition of the discussion about the quality of the research conducted with a mixed method. Keywords: Educational Research, Research paradigms, Methodological Complementarity, Mixed methods.

scholarly journals Bricolage research in history education as a scholarly mixed-methods design

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Heather Sharp
Keyword(s):  
Qualitative Research ◽  
Mixed Methods ◽  
Quantitative Research ◽  
Quantitative Methods ◽  
History Education ◽  
Data Gathering ◽  
Mixed Methods Design ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Discipline Area

Research using a mixed-methods design is increasingly becoming the norm, crossing the myriad of educational fields of research, including history education. While commonly interpreted as a combining of qualitative and quantitative methods, mixed methods in history education can also extend to a bricolage approach, whereby the epistemological aspect of research is explicitly used to frame a study incorporating a combination of interdisciplinary methodologies and theoretical underpinnings. It extends beyond the often asserted binary of qualitative and quantitative research. In considering directions of qualitative research in the broad discipline area of education, the work of researchers such as Kincheloe (2005) and Denzin and Lincoln (2005) is used throughout this paper within a qualitative research context based on the work of Kincheloe and Tobin (2006). Adopting their approach of investigating the complexity of the lived world means placing research within a number of contexts. Research can be framed – from conceptualization to data gathering to analysis – in a range of contexts, appropriately matched between stage of research and underpinning theories. This paper reports on how bricolage can be used to frame research in history education.

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