Abstract
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.
Highlights
Empirical research on history education ‘has grown dramatically in the past 35 years and exponentially in the last 15’ (Epstein and Salinas, 2018: 61)
Mixed-methods and triangulation designs are on the rise
We show how paradigm wars were overcome by promoting triangulation and mixed methods
Summary
Empirical research on history education ‘has grown dramatically in the past 35 years and exponentially in the last 15’ (Epstein and Salinas, 2018: 61). A mixed-methods design may fulfil one or more of the following functions: it may help to examine the scope and generalizability of qualitative findings through quantitative data; it may help to explain and understand otherwise incomprehensible quantitative results and unexplained variance by providing additional qualitative data; it may support the construction of quantitative measurement instruments or mitigate problems of quantitative measurement by helping to detect threats for validity and methodological artefacts; it may assist qualitative sampling by providing information about the distribution of certain attributes in the investigated group; and it may help to close the gap between theory and empirical data in quantitative research by providing information about possible empirical references of abstract theoretical notions. With this special edition of HERJ, we hope to inspire methodological awareness in this respect
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
