Nevertheless, there is a lack of knowledge on the extent to which EE reflects universalities versus diverse sociocultural realities. The paper concludes by suggesting that it is the responsibility of research methods teachers to ensure that this or a comparable model for ensuring trustworthiness is followed by students undertaking a qualitative inquiry.Ĭalls for a common environmental education (EE) vision imply imposing certain values as universal. Finally, to achieve confirmability, researchers must take steps to demonstrate that findings emerge from the data and not their own predispositions.
The meeting of the dependability criterion is difficult in qualitative work, although researchers should at least strive to enable a future investigator to repeat the study. To allow transferability, they provide sufficient detail of the context of the fieldwork for a reader to be able to decide whether the prevailing environment is similar to another situation with which he or she is familiar and whether the findings can justifiably be applied to the other setting. In addressing credibility, investigators attempt to demonstrate that a true picture of the phenomenon under scrutiny is being presented. Here researchers seek to satisfy four criteria. Guba's constructs, in particular, have won considerable favour and form the focus of this paper. Although many critics are reluctant to accept the trustworthiness of qualitative research, frameworks for ensuring rigour in this form of work have been in existence for many years.
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