Köster, M;
Thünemann, H;
(2019)
The untapped potential of mixed-methods research approaches for German history education research.
History Education Research Journal
, 16
(1)
pp. 24-34.
10.18546/HERJ.16.1.03.
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Abstract
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’.
| Type: | Article |
|---|---|
| Title: | The untapped potential of mixed-methods research approaches for German history education research |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.18546/HERJ.16.1.03 |
| Publisher version: | https://doi.org/10.18546/HERJ.16.1.03 |
| Language: | English |
| Additional information: | This article is Open Access under the terms of the Creative Commons CC BY Version 4.0 license. |
| Keywords: | history education research, mixed methods, historical thinking, largescale assessment, reading comprehension |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10073599 |
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