![]() ![]() Part 1 provides introductory remarks that situate MMR within the larger context of research paradigms in science education. This article, therefore, focuses on the various ways in which quantitative and qualitative methods can be combined to address questions of interest in biology education and the many productive ways in which MMR can be used to support claims about biology teaching and learning. However, given the disciplinary ethos and divergent content perspectives of academic disciplines, it is important that researchers planning to use MMR become familiar with the theory and designs most commonly used within their disciplinary context. Consequently, several handbooks and articles have been written that describe the use of mixed methods in the social and behavioral sciences ( Tashakkori and Teddlie, 1998, 2010 Creswell et al., 2003 Creswell and Plano Clark, 2011 Greene, 2008 Terrell, 2011), focusing on both the theoretical underpinnings and procedural steps of conducting MMR. This increase coincides with general growth and expanded interest in mixed-methods approaches to research in various fields of study over the past 30 years ( Plano Clark, 2010). An increasing number of studies in biology education are reporting the use of mixed-methods research (MMR), in which quantitative and qualitative data are combined to investigate questions of interest in biology teaching and learning (e.g., Andrews et al., 2012 Jensen et al., 2012 Höst et al., 2013 Ebert-May et al., 2015 Seidel et al., 2015). ![]()
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