In order to understand the separation of qualitative and quantitative research, it is worth taking a look at the process of the emergence of empirical pedagogical research. Viewing education as a science in which philosophy and pedagogy intertwine has its origins in the century of pedagogy. The humanistic idea of pedagogy was then predominant until the Second World War.
There was a clear separation between the humanities and the natural sciences. For Wilhelm Dilthey, natural science, as not interpretative but seeking universally valid laws that can be proven by measurements, was on one side. The humanities, on the other hand, wanted to understand historical objects. It looked at them in a complex context and tried to understand historical change.
Table of Contents
1 Historical background
2 Characteristics of qualitative and quantitative research
2.1 Quantitative research
2.2 Qualitative research
2.3 Comparison of qualitative and quantitative methods
3 Qualitative and quantitative methods - opposites or complements?
Research Objectives and Themes
The primary objective of this work is to elucidate the historical evolution and methodological divergence between qualitative and quantitative research paradigms, while examining whether these approaches should be viewed as binary opposites or as complementary tools within empirical social research.
- Historical development of empirical pedagogy and the "realistic turn."
- Distinctive characteristics and underlying logic of quantitative research.
- Core principles and methodological frameworks of qualitative research.
- A detailed comparative analysis of strategies, data types, and evaluation techniques.
- The potential for methodological synthesis and triangulation in modern research.
Excerpt from the Book
1 Historical background
In order to understand the separation of qualitative and quantitative research, it is worth taking a look at the development of research in empirical pedagogy. Considering education and the upbringing as branches of science, in which philosophy and pedagogy intertwine, has its origin in the century of pedagogy. The humanities idea of pedagogy was then predominant until the Second World War.
There was a clear separation between humanities and natural sciences. On one hand, for Wilhelm Dilthey, there was the natural science, as not interpretative but universally valid laws, which can be proven by measurements. The humanities, on the other hand, wanted to understand historical matters. It considered them within a complex context and tried to understand the historical change.
But this separation of methods between understanding, interpretative spiritual science and explaining natural science, which looks for universally valid laws, was questioned with the "realistic turn", since it was assumed that the spiritual science could learn from the natural sciences. Heinrich Roth, as a representative of the "realistic turn" (1960s) (cf. Oelkers, 2012, p. 7), no longer wanted to use only hermeneutic interpretation of classical texts for the humanities, but also ask what reality looks like. How can the reality of the humanities be grasped empirically in such a way that a controlled, verifiable, scientific approach is created? Humanities should no longer be merely speculative but present reality in a comprehensible way. This laid the foundation for qualitative research.
From measuring and creating general rules on the one hand and hermeneutic interpretation on the other, two different methods arose: qualitative and quantitative empirical research.
Chapter Summaries
1 Historical background: This chapter traces the origin of the methodological divide back to the development of empirical pedagogy and the influence of the "realistic turn" on the humanities.
2 Characteristics of qualitative and quantitative research: This section provides a detailed analysis of the definitions, logical frameworks, and procedures defining both research paradigms.
2.1 Quantitative research: Focuses on the use of standardized methods, numerical representation, and descriptive statistics to test hypothetical assumptions.
2.2 Qualitative research: Explores methods that prioritize context, subjective meaning, and the reflexive role of the researcher in interpreting the social world.
2.3 Comparison of qualitative and quantitative methods: Offers a comprehensive comparative overview of key criteria such as origin, research logic, sample size, and quality standards.
3 Qualitative and quantitative methods - opposites or complements?: Discusses the integration of research methods and the conceptual shift toward viewing qualitative and quantitative approaches as complementary components of triangulation.
Keywords
Qualitative research, Quantitative research, Empirical pedagogy, Realistic turn, Methodology, Hermeneutic interpretation, Natural sciences, Humanities, Triangulation, Scientific approach, Data analysis, Hypotheses testing, Theory-building, Social science, Research logic.
Frequently Asked Questions
What is the fundamental focus of this research paper?
The paper explores the divergence and eventual integration of qualitative and quantitative research methods within the field of social sciences and pedagogy.
What are the primary thematic areas covered?
Key themes include the historical separation of the humanities and natural sciences, the procedural differences in research design, and the logic behind choosing specific methodologies.
What is the central research question?
The central question investigates whether qualitative and quantitative research are inherently opposing paradigms or whether they can function as complementary methodologies.
Which scientific methods are primarily discussed?
The text focuses on standard scientific, deductive quantitative approaches and non-standardized, inductive qualitative approaches.
What topics are addressed in the main body of the work?
The main body treats the historical evolution of these methods, outlines the distinct characteristics of both approaches, and provides a comparative analysis of their application.
Which keywords best characterize this work?
Key terms include research methodology, empirical research, social sciences, qualitative vs. quantitative methods, and triangulation.
How does the "realistic turn" impact the methodology described?
The "realistic turn" introduced the demand for the humanities to adopt more controlled, verifiable, and empirical approaches, thereby bridging the gap to the natural sciences.
What is meant by the "circular course" of qualitative research?
It describes an iterative process where research questions and methods are continuously refined and adapted throughout the investigation, as opposed to a linear progression.
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- Serafina Morrin (Autor:in), 2014, Comparison of qualitative and quantitative research methods, München, GRIN Verlag, https://www.grin.com/document/1158763
