Qualitative Research Methods and Evidential Reasoning

Matta, Corrado

doi:10.1177/0048393119862858

Cited by 12 publications

(10 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Låt oss säga att en teori T antas som förklaring till en observerad företeelse O. Anta att O består av en serie av observationer av interaktion mellan elever och lärare i musikundervisning (Matta, 2019;Rostvall & West, 2001). Det som observeras är till exempel att elever inte ställer några frågor till sin lärare även när det är tydligt att de inte riktigt har förstått vad de ska göra vid en övning.…”

Section: Andra Tesen -Kreativ Tolkning Innebär Selektiv Abduktionunclassified

Tolkningens metodologi och selektiv abduktion

Matta

2023

pfs

View full text Add to dashboard Cite

I denna artikel diskuterar jag grunderna för tolkning som metodologisk ansats. Pedagogisk forskning har under lång tid gett begreppet tolkning en central metodologisk och teoretisk roll, och flera populära metoder inom pedagogik syftar till att generera tolkningar av mänskligt agerande. Jag argumenterar för två huvudsakliga teser. Enligt den första tesen är tolkningens struktur abduktiv. Enligt en vanlig konceptualisering, som härstammar från C.S. Peirces arbete, är abduktion ett resonemangsschema som innebär att man utifrån premisser bestående av en mängd observationer och en teori, härleder slutsatsen att teorin är (tentativt) sann. Den andra tesen som jag argumenterar för är att när tolkningen används som metodologiskt redskap, måste den vila på en speciell form av abduktion: selektiv abduktion. Selektiv abduktion innebär att flera hypotetiska teorier jämförs och att den teori som bäst förklarar observationerna accepteras. Jag argumenterar för att de resonemang som är typiska för tolkande ansatser i samhällsvetenskapen inte kan undvika en kontrastiv, jämförande och därmed selektiv dimension. Att tolka är i sitt väsen att jämföra. Samtidigt kritiserar jag att Peirces ursprungliga konceptualisering kan vara ett korrekt metodologiskt tillvägagångssätt för tolkning. Jag avslutar med att diskutera vissa konkreta metodologiska konsekvenser för kvalitativa metoder.

show abstract

Section: Andra Tesen -Kreativ Tolkning Innebär Selektiv Abduktionunclassified

Tolkningens metodologi och selektiv abduktion

Matta

2023

pfs

View full text Add to dashboard Cite

show abstract

“…In academic discourse, the understanding of the term 'argument' is often related to a philosophical construct of claims, premises and conclusions, and to methodological beliefs and practices that impact the construction of scientific and evidential reasoning (Matta, 2019). A conventional written argument refers to fundamental elements or components that consist of a set of claims supported by data (evidence) and warrants (explanations).…”

Section: Argument In Writingmentioning

confidence: 99%

“…The essays' semiotic work varied according to the total number of words, the references to support the arguments within the texts, the reference list and visual resources (see Table 2). The status of sources is crucial in academic arguments and their credibility depends on how much the argumentation is substantiated with subject-specific references (Archer, 2016;Matta, 2019). The use of sources varied between the essays, from a minimum of two references to a maximum of eighty-four per essay.…”

Section: How Were Written Text and Visual Resources Arranged In The E...mentioning

confidence: 99%

Upper Secondary School Students’ Design of Arguments in Essays

Åberg

2022

Designs for Learning

View full text Add to dashboard Cite

This article explores how arguments are made in student essays through the use of writing and visual resources. The data set comprises 54 essays with a passing grade from students in their final year of upper secondary school in Sweden. The data is analysed using a multimodal approach to knowledge representation on arguments in essays, involving analysis of textual composition and content in both written text and visual resources. The study gives an insight into how students design essays in relation to academic requirements, how their arguments realise epistemological commitments, and what affordances are given through the use of writing and visual resources. The results reveal that academic argumentation varies considerably between the essays. There is an overrepresentation of written and declarative knowledge in the essays, where the arguments are grounded in various web-based sources, and visualisations are used for making conceptualisation and classification more salient in writing. Both written and visual resources offer affordances in the making of arguments on the bases of the modes for communication. This article concludes that there are many high demands of knowledge defined for the task of preparing for higher education, which are not easily represented in the students' arguments in essays.

show abstract

“…My subjective experience of having used the tool of explication in the philosophical analysis of qualitative methods (Matta, 2015(Matta, , 2019, and at the same time, of teaching qualitative methods, made me wonder why explication has been so neglected. I do not aim to defend explication against explanation but instead to argue that the distinction between explanation and explication is relevant to QRME and worth the attention of researchers and practitioners.…”

Section: Introductionmentioning

confidence: 99%

“…Apart from the example above, the explication of qualitative methods in philosophy of science is restricted to a few examples (Kaidesoja, 2019;Matta, 2015Matta, , 2019Ruzzene, 2012;Ylikoski, 2019).…”

mentioning

confidence: 99%

Philosophical Paradigms in Qualitative Research Methods Education: What is their Pedagogical Role?

Matta

2021

Scandinavian Journal of Educational Research

Self Cite

View full text Add to dashboard Cite

In this paper, I discuss and critically assess how the relationship between philosophy of science and qualitative methods is presented and discussed in research on qualitative research methods education (QRME) and qualitative methods textbooks. I argue that both typically convey the idea that philosophy of science guides or influences the use and choice of qualitative methods but are often unclear about how this influence works. I propose two conceptualizations of the relationship between philosophy of science and qualitative methods: philosophical assumptions can either explicate or explain qualitative methods. I argue that both approaches have pedagogical rewards, but that whereas the explanation approach is explicitly or implicitly used in many examples of research on QRME and textbooks, the explication approach has not had wide application. I conclude by arguing that the lack of clarity and the absence of discussion about explication are potential problems for qualitative research methods education.

show abstract

Qualitative Research Methods and Evidential Reasoning

Cited by 12 publications

References 43 publications

Tolkningens metodologi och selektiv abduktion

Tolkningens metodologi och selektiv abduktion

Upper Secondary School Students’ Design of Arguments in Essays

Philosophical Paradigms in Qualitative Research Methods Education: What is their Pedagogical Role?

Contact Info

Product

Resources

About