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

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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'.

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          Journal
          75011015
          History Education Research Journal
          UCL IOE Press
          1472-9474
          1472-9466
          30 April 2019
          : 16
          : 1
          : 24-34
          Article
          1472-9474(20190430)16:1L.24;1- s3.phd /ioep/herj/2019/00000016/00000001/art00003
          10.18546/HERJ.16.1.03
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          History Education Research Journal
          Volume 16, Issue 1

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