The interpretivist/constructivist paradigm grew out of the philosophy of Edmund Husserl’s phenomenology and Wilhelm Dilthey’s and other German philosophers’ study of interpretive understanding called hermeneutics (Mertens, 2005, p.12 citing Eichelberger, 1989). Interpretivist/constructivist approaches to research have the intention of understanding “the world of human experience” (Cohen & Manion, 1994, p.36), suggesting that “reality is socially constructed” (Mertens, 2005, p.12). The interpretivist/constructivist researcher tends to rely upon the “participants’ views of the situation being studied” (Creswell, 2003, p.8) and recognises the impact on the research of their own background and experiences. Constructivists do not generally begin with a theory (as with postpositivists) rather they “generate or inductively develop a theory or pattern of meanings” (Creswell, 2003, p.9) throughout the research process. The constructivist researcher is most likely to rely on qualitative data collection methods and analysis or a combination of both qualitative and quantitative methods (mixed methods). Quantitative data may be utilised in a way, which supports or expands upon qualitative data and effectively deepens the description.

 

 

Mackenzie, N., Knipe, S. (2006). Research delemmas: Paradigms, methods and methodology. Issues In Educational Research, Vol 16, 2006

[ Contents Vol 16 ] [ IIER Home ] Retrieved from http://www.iier.org.au/iier16/mackenzie.html