Mind Maps in Qualitative Research
Traditionally, qualitative data collection has focused on observation, interviews, and document or artifact review. Building on past work on visual approaches in the social sciences, in this chapter we consider the value(s) of mind maps for qualitative re
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Johannes Wheeldon and Mauri Ahlberg
Contents 1 2 3 4
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Background: Mind Maps and Qualitative Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mind Maps: Theory and Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mind Maps and Qualitative Research: Applications and Examples . . . . . . . . . . . . . . . . . . . . . . 4.1 Planning Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.2 Collecting Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3 Analyzing Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.4 Presenting Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Assessing Mind Maps: Value(s), Limitations, and Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Mind Maps and Mixed Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Case Study: Mind Maps: Priming the Pump, Depth, and Detail . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Mind Maps and Health and Social Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Conclusion and Future Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Abstract
Traditionally, qualitative data collection has focused on observation, interviews, and document or artifact review. Building on past work on visual approaches in the social sciences, in this chapter we consider the value(s) of mind maps for qualitative research. Mind maps are useful tools for qualitative researchers because they offer a mean to address researcher bias and ensure data are collected in ways that privilege participant experience. Qualitative researchers can benefit from visually oriented approaches to research by using them to assist them to plan J. Wheeldon (*) School of Sociology and Justice Studies, Norwich University, Northfield, VT, USA e-mail: [email protected] M. Ahlberg Department of Teacher Education, University of Helsinki, Helsinki, Finland e-mail: mauri.ahlberg@helsinki.fi # Springer Nature Singapore Pte Ltd. 2019 P. Liamputtong (ed.), Handbook of R
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