International LUMAT Summer School 2021 is organized on June 8th virtually.
Registration for the event has ended. If you still would like to participate, please e-mail the coordinator: email@example.com
The event is organized by LUMA Center Finland and Finnish Mathematics and Science Education Research Association.
Program of LUMAT Summer School
10.00-10.30: Welcome to summer school
10.30-12.00: Keynote lecture: Mixed Methods in Science Education (Silvija Markic)
13.00-14.30: Participants’ research presentations, discussion and feedback in parallel sessions
15.00-17.00: Workshop: scientific writing: how to structure my manuscript, how to do a peer-review, and how to improve my manuscript based on a peer-review
17.00-> informal get together
Keynote lecture: Mixed methods in Science Education
Professor for Science Education (major: chemistry education)
Ludwigsburg University of Education in Germany
Silvija Markic’s publications and activities
“Hopefully, the next generation of evaluators will be trained in both the qualitative and quantitative traditions. These researchers will be able to use the broadest possible range of methods and will tailor the techniques to combining problems without parochialism. They will learn new ways of combining the methods and of reconciling discrepant findings without arbitrarily rejecting one set in favor of the other.”Reichard and Cook, 1979, p. 27
“Mixed Methods” or “Mixed Methodology” is seen as a “third methodological movement” in Social Science. Undoubtedly, the development of the Mixed Methods movement is still in process. The process is becoming more and more popular in Health Sciences, especially in nursing. While Mixed Methods studies have been criticized for contravening quantitative and qualitative paradigms, the methodological quality of these studies has not yet been truly appreciated. Educational researchers seem to be more open-minded and use this approach more and more in the last years. Continued evidence of interest in the combination of quantitative and qualitative research exists, especially in the case of how far the mixing of approaches can be extended.
Because the Mixed Methods approach is still quite new, there is still no common definition of it and different ways of describing its nature exist. Starting from here, also different ideas and ways of conducting mixed methods are mentioned and explained in the literature.
In the first, general part of the talk, an overview of different logically categorize possibilities for the employment of Mixed Methods as well as detailed several criteria for choosing the Mixed Methods approach will be given.
Finally, in the last few years, there have been more and more studies in science education using this kind of approach and significant number of studies can be found. Two examples of studies in science education using Mixed Methods approach will be presented and discussed. First study focuses on science student teachers` beliefs on teaching and learning and the second study is on students` self-concept considering chemistry.
Citation: REICHARD, C. S., & COOK, T. D. (1979). Beyond qualitative versus quantitative methods. In: Reichard, C. S., & Cook, T. D. (eds.): Qualitative and quantitative methods in evaluation research. (p. 7-32). Beverly Hills: Sage.
Dr. Maija Aksela, Professor of science education, University of Helsinki, Finland
Dr. Jaana Herranen, post-doctoral researcher, University of Helsinki, Finland
Dr. Tommi Kokkonen, post-doctoral researcher, University of Helsinki, Finland
Dr. Johannes Pernaa, University lecturer, University of Helsinki, Finland
Dr. Anna-Maija Partanen, University lecturer, University of Lapland, Finland