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

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            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.

            Content

            Author and article information

            Journal
            75011015
            History Education Research Journal
            UCL IOE Press
            1472-9474
            1472-9466
            30 April 2019
            : 16
            : 1
            : 5-23
            Article
            1472-9474(20190430)16:1L.5;1- s2.phd /ioep/herj/2019/00000016/00000001/art00002
            10.18546/HERJ.16.1.02
            1af2955d-a956-43a2-90df-4e56d3b4f78f
            Copyright @ 2019
            History
            Categories
            Articles

            Educational research & Statistics,General education,History
            PARADIGM WARS,HISTORY EDUCATION,MIXED METHODS,TEACHERS' BELIEFS,TRIANGULATION

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