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  • Using Phenomenography to Tackle Key Challenges in Science Education

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    Han233916.pdf (458.4Kb)
    Author(s)
    Han, F
    Ellis, RA
    Griffith University Author(s)
    Ellis, Robert
    Han, Feifei D.
    Year published
    2019
    Metadata
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    Abstract
    This article describes how phenomenography, as a qualitative research method, can be used to tackle key challenges in science education. It begins with an overview of the development of phenomenography. It then describes the philosophical underpinnings of phenomenographic inquiry, including ontological and epistemological roots, and its unique second-order perspective. From theoretical background to practicality, the paper uses rich examples to describe in detail the procedures of conducting a phenomenographic study, including sampling and data collection, analyzing phenomenographic data, and communicating key findings. The ...
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    This article describes how phenomenography, as a qualitative research method, can be used to tackle key challenges in science education. It begins with an overview of the development of phenomenography. It then describes the philosophical underpinnings of phenomenographic inquiry, including ontological and epistemological roots, and its unique second-order perspective. From theoretical background to practicality, the paper uses rich examples to describe in detail the procedures of conducting a phenomenographic study, including sampling and data collection, analyzing phenomenographic data, and communicating key findings. The paper concludes by showing how the phenomenographic method can be used to develop students’ conceptual understanding of scientific concepts, to inform effective instructional design in science teaching, and to identify and improve evidence-based factors in student learning to enhance learning outcomes in science.
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    Journal Title
    Frontiers in Psychology
    Volume
    10
    Issue
    June
    DOI
    https://doi.org/10.3389/fpsyg.2019.01414
    Copyright Statement
    © 2019 Han and Ellis. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
    Subject
    Specialist Studies in Education
    Cognitive Sciences
    Psychology
    key challenges in science education
    phenomenography
    qualitative research method
    second-order perspective
    theoretical underpinnings
    Publication URI
    http://hdl.handle.net/10072/386713
    Collection
    • Journal articles

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