History and Philosophy of Science

Home, R. W.; Ellis, Brian; Oldroyd, David; Nola, Robert; Sankey, Howard; Hutchinson, Kelly; Thomason, Neil; Wilkins, John S.; Forge, John; Catton, Phillip; Barton, Ruth

doi:10.1007/978-94-007-6958-8_19

Cited by 3 publications

(1 citation statement)

References 86 publications

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“…One of the strengths of qualitative data is that it is philosophically aligned to subjective, value laden approaches rather than objective value free approaches. Truth, which we discussed earlier (Bridges, 2017;Ellis et al, 2014;Margolis, 2004), in the context of DGQR, then becomes the basis for knowledge translation, rather than a narrow quantitative definition of objective evidence.…”

Section: Step One: Identify Foundation Nts For Testing Through the Dgmentioning

confidence: 99%

Designed Generalization from Qualitative Research

Falk

Guenther

2021

TQR

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In our earlier work on generalizing from qualitative research (GQR) we identified our two-decade struggle to have qualitative research outcomes formally “listened to” by policy personnel and bureaucratic systems in general, with mixed success. The policy sector often seems reluctant to acknowledge that qualitative research findings can be generalized, so impacts tend to be informal or simply ignored. The “official” methodological literature on generalizing from qualitative research is epitomized by Lincoln and Guba’s (1985) still oft quoted, “The only generalization is: there is no generalization” (p. 110). We now understand there are many alternative possibilities for generalizing. In this paper we hope to provide a platform for discussion on GQR. We suggest Normative Truth Statements (NTS) as a foundation. NTSs, used in our proposed generalizability cycle, are a potential key to ensuring designated qualitative research methodology provides a capacity for generalization—and therefore be considered as a valid form of evidence in policy decisions. In other words, we need a platform to articulate how to design qualitative research to maximize the type and scope of generalizability outcomes, referred to here as Designed Generalization from Qualitative Research (DGQR). Five steps of DGQR, using progressive NTSs in the generalizability cycle, are proposed as a way forward in understanding how generalizing from qualitative research may be made more transparent, accountable, and useful. The five steps are illustrated by reference to two example studies.

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Section: Step One: Identify Foundation Nts For Testing Through the Dgmentioning

confidence: 99%

Designed Generalization from Qualitative Research

Falk

Guenther

2021

TQR

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Sydney Teachers College and University of New South Wales

Matthews

2021

History, Philosophy and Science Teaching: A Personal Story

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Time-travelling in philosophy of mathematics courses: From classroom to newsroom

Koyuncu

2024

Educ Inf Technol

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This article presents a new teaching method that embraces media production as a principle in education, aimed at effectively conveying the philosophy of mathematics. Based upon this premise, the content of the philosophy of mathematics course was reimagined as a digital newspaper, reminiscent of past printed editions. This transformation was carried out collaboratively with participants, shaping the course delivery accordingly. The effect of this method on the participants’ technological pedagogical content knowledge was investigated using a mixed methodological approach with a sample of forty pre-service mathematics teachers. By digitally recreating historical contexts, participants had the opportunity to explore the philosophers and scientists of the relevant period, along with the social conditions they experienced. Adopting this method helped participants overcome the anachronistic epistemology fallacy, allowing them to develop their imagination and perception of the past compared to the traditional approach. It also highlights how the method transformed the class into a more engaging and entertaining part of the curriculum. Research findings reveal that creating a newspaper not only encourages the technological pedagogical development inherent in the teaching profession but also contributes to the development of the roles expected from the individual in the educational environment in the technology age. Therefore, this method may serve as a source of inspiration for teacher educators, especially those teaching courses in related contexts.

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History and Philosophy of Science

Cited by 3 publications

References 86 publications

Designed Generalization from Qualitative Research

Designed Generalization from Qualitative Research

Sydney Teachers College and University of New South Wales

Time-travelling in philosophy of mathematics courses: From classroom to newsroom

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