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Special Feature. The Quantitative-Qualitative Debates: "DeKuhnifying" the Conceptual Context
Abstract
The five articles of this special section focus on the quantitative-qualitative debate in program evaluation. This section focuses on philosophical aspects of program evaluation, making it clear that the issues are far more complex than the simple quantitative-qualitative dichotomy described by T. S. Kuhn (1970) implies. (SLD)
... In the main, this research study draws on a constructivist view. There continues to be debate (Grbich, 2007;Guba & Lincoln, 1989;Patton, 2002;Shadish, 1995;Simons, 2009) about the absolute definition of the constructivist view. The view proffered by Michael Crotty (1998) that suggests that all reality, as meaningful reality, is socially constructed, aligns closely with the generally accepted constructivist view. ...
A PHD thesis exploring the role of simulation based learning on recruit officers fire arms training and Senior Police Officers under taking Command and Control Training
... Así pues, frente al aparente auge de las metodologías cualitativas, conviene no olvidar que tanto éstas como las cuantitativas tienen puntos débiles y fuertes, ventajas e inconvenientes, los cuales han sido señalados por especialistas en el tema, denunciando la "kuhnificada" polémica que simplifica en exceso el enfrentamiento maniqueo entre ambas metodologías, el cual acaba siempre señalando la falsa superioridad de una sobre otra . La realidad es mucho más compleja y diversa, y exige "deskuhnificar" el debate (Shadish, 1995), rompiendo así con los estereotipos que se han generado y abriendo vías para la integración de ambas tradiciones metodológicas. ...
Hasta ahora, la investigación en didáctica de las ciencias experimentales se ha ocupado relativamente poco de la evaluación de las creencias y actitudes sobre Ciencia, Tecnología y Sociedad (CTS). La evaluación inicial y diagnóstica de las actitudes del alumnado y el profesorado es de gran importancia para la educación CTS, sobre todo desde posiciones constructivistas de la enseñanza y el aprendizaje de las ciencias que pretendan el cambio conceptual y metodológico a través del cambio actitudinal. Los aspectos metodológicos de este campo suelen ser bastante deficientes, en especial los relacionados con instrumentos de evaluación y procedimientos para la valoración de las respuestas (modelos de respuestas, métricas, etc.) En el artículo se abordan críticamente estas cuestiones y se informa de los progresos más recientes en este campo de la investigación educativa.
... Thus, the bulk of this section will portray the recent renewal of attention to Qualitative Research within the social sciences as a " case study " of paradigm change. This means that rather than following the call to " de-Kuhnify " the debate about Qualitative and Quantitative Research (Shadish, 1995b), my goal is to " re-Kuhnify " the debate by using a version of paradigms that is closer to what Kuhn himself expressed in his reconsideration of the concept (Kuhn, 1970, 1974). Before presenting this summary, I want to note two crucial points. ...
This article examines several methodological issues associated with combining qualitative and quantitative methods by comparing the increasing interest in this topic with the earlier renewal of interest in qualitative research during the 1980s. The first section argues for the value of Kuhn’s concept of paradigm shifts as a tool for examining changes in research fields such as social science research methodology. The next two sections consider the initial rise of the “metaphysical paradigm” that justified the renewed interest in qualitative research and the subsequent problems that have encouraged efforts to replace that paradigm. The final section of the paper advocates a “pragmatic approach” as a new guiding paradigm in social science research methods, both as a basis for supporting work that combines qualitative and quantitative methods and as a way to redirect our attention to methodological rather than metaphysical concerns.
... Finally, the confrontation between the quantitative paradigm and the qualitative, based mainly on clinical interviews and case analyses, is another controversial issue for attitude researchers. Demands to "de-kuhnify" the discussion, break the stereotypes and open up the process, are bringing about approaches for the integration of both methods, rather than excluding either of them (Shadish, 1995). ...
The scarce attention to assessment and evaluation in science education research has been especially harmful for Science-Technology-Society (STS) education, due to the dialectic, tentative, value-laden, and controversial nature of most STS topics. To overcome the methodological pitfalls of the STS assessment instruments used in the past, an empirically developed instrument (VOSTS, Views on Science-Technology-Society) have been suggested. Some methodological proposals, namely the multiple response models and the computing of a global attitudinal index, were suggested to improve the item implementation. The final step of these methodological proposals requires the categorization of STS statements. This paper describes the process of categorization through a scaling procedure ruled by a panel of experts, acting as judges, according to the body of knowledge from history, epistemology, and sociology of science. The statement categorization allows for the sound foundation of STS items, which is useful in educational assessment and science education research, and may also increase teachers’ self-confidence in the development of the STS curriculum for science classrooms.
... In general, the long-term fate of such claims has been mixed, with theorists from very diverse philosophical perspectives acknowledging that the methods we choose to use do not depend in any direct or deterministic way on the philosophy we happen to endorse (Guba & Lincoln, 1982; Reichardt & Cook, 1979; Smith, 1986). Indeed, it is not clear the entire paradigm argument is very sound (Shadish, 1995a, 1995b). In any case, Rizzo and Corsaro (1995) do not seem to advocate such a position in their article. ...
Both experiments and ethnographies are highly localized, so they are often criticized for lack of generalizability. The present
article describes a logic of generalization that may help solve such problems. The logic consists of five principles outlined
by Cook (1990): (a) proximal similarity, (b) heterogeneity of irrelevancies, (c) discriminant validity, (d) empirical interpolation
and extrapolation, and (e) explanation. Because validity is a property of knowledge claims, not methods, these five principles
apply to claims about generalization generated by any method, including both ethnographies and experiments. The principles
are illustrated using Rizzo and Corsaro's interesting ethnographies as examples.
... OBSERVATIE erden kwalitatieve methoden in sommige kringen eerder als 'voorwetenschappelijk' gezien, de laatste jaren verschijnen ook in gevestigde medische tijdschriften artikelen waarin de geschiktheid van kwalitatieve methoden voor gezondheidszorgonderzoek uit de doeken wordt gedaan (Mays en Pope, 1995Pope en Mays, 1995;Van Zuuren, 1995;Buston et al., 1998;Green en Britton, 1998;Peat et al., 1998). Ook verschijnen er publicaties die een lans breken voor opheffing van de dichotomie tussen kwantitatieve en kwalitatieve methoden (en onderzoekers) en die wijzen op de voordelen van het combineren van de twee soorten methoden (Shadish, 1995;Ratner, 1996;Klazinga, 1997). Alle geciteerde auteurs pleiten voor het systematisch toepassen van kwalitatieve methoden en wijzen op het belang van criteria waaraan kwalitatieve onderzoeken getoetst kunnen worden (zie ook CASP, 1998; Barbour, 2001). ...
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... (p. 4) Although there are proponents of employing both quantitative and qualitative methods (triangulation) to explore social phenomena, some researchers stringently adhere to one or the other methodological approach [2,3,[4][5][6][7][8][9][10][11]. Moreover, as Rabinowitz and Weseen [11] observe, [T]he contempt in which postmodern sensibilities and the critique of science (and the qualitative research paradigm associated with those sensibilities and that critique) are held by many quantitative researchers is hardly a secret. ...
This study examines how the social sciences' debate between qualitative and quantitative methods is reflected in the citation patterns of sociology journal articles. Citation analysis revealed that quantitative articles were more likely to cite journal articles than monographs, while qualitative articles were more likely to cite monographs than journals. Quantitative articles cited other articles from their own quantitative-dominated journals but virtually excluded citations to articles from qualitative journals, while qualitative articles cited articles from the quantitative-dominated journals as well as their own qualitative-specialized journals. Discussion and conclusions include this study's implications for library collection development.
... Entrer dans un débat opposant méthodologies qualitatives et quantitatives n'a que peu de sens, bien que la littérature nous y engage de temps à autre (Shadish 1995;Jones 1995). Il n'y a pas de débat parce qu'il n'y a pas de concurrence possible dans le domaine de la recherche sur les systèmes de santé : les méthodologies qualitatives et quantitatives sont complémentaires. ...
... Entrer dans un débat opposant méthodologies qualitatives et quantitatives n'a que peu de sens, bien que la littérature nous y engage de temps à autre (Shadish 1995;Jones 1995). Il n'y a pas de débat parce qu'il n'y a pas de concurrence possible dans le domaine de la recherche sur les systèmes de santé : les méthodologies qualitatives et quantitatives sont complémentaires. ...
This study examines how the social sciences' debate between qualitative and quantitative methods is reflected in the citation patterns of sociology journal articles. Citation analysis revealed that quantitative articles were more likely to cite journal articles than monographs, while qualitative articles were more likely to cite monographs than journals. Quantitative articles cited other articles from their own quantitative-dominated journals but virtually excluded citations to articles from qualitative journals, while qualitative articles cited articles from the quantitative-dominated journals as well as their own qualitative-specialized journals. Discussion and conclusions include this study's implications for library collection development.
Current stances on mixing methods and paradigms are described and critiqued. Ideas are offered for advancing mixed-method evaluation beyond age-worn paradigm debates.
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