Köster, Manuel and Thünemann, Holger (2019). The untapped potential of mixed-methods research approaches for German history education research. History Education Research Journal 16 (1). pp. 24-34.

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Item Type: Journal Article
Translated 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’.UNSPECIFIED
CreatorsEmailORCIDORCID Put Code
URN: urn:nbn:de:hbz:38-363988
Journal or Publication Title: History Education Research Journal 16
Number: 1
Page Range: pp. 24-34
Date: 2019
Language: English
Faculty: Faculty of Arts and Humanities
Divisions: Faculty of Arts and Humanities > Fächergruppe 6: Geschichte > Abteilung für Didaktiken der Geschichte und Geschichte der europäischen Integration
Subjects: Education
Geography and history
Refereed: Yes
URI: http://kups.ub.uni-koeln.de/id/eprint/36398


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