Variation and commonality in phenomenographic research methods

Åkerlind, Gerlese S.

doi:10.1080/07294360.2011.642845

Cited by 250 publications

(156 citation statements)

References 9 publications

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“…For the analysis, the transcripts were read several times by two different researchers, separately, in order to detect similarities and differences in expressions, and later on these results were compared and discussed by these two and a third researcher to ensure their mutual understanding (see Marton and Booth 1997;Bowden 2000;Åkerlind 2012;AUTHOR et al 2014). Similar quotations were brought together and preliminary categories of description were formed based on their differences (Marton, 1986).…”

Section: Discussionmentioning

confidence: 99%

“…Thus, the categories vary from less developed to more developed ways of understanding the phenomenon in question (e.g. Marton and Booth 1997;Paakkari et al 2011;Åkerlind 2012). Categories higher in the hierarchy may include aspects from categories lower in the hierarchy, but not vice versa (Runesson 2006).…”

Section: Methodsmentioning

confidence: 99%

“…The collection of categories of description is called an 'outcome space' (Åkerlind 2012;Collier-Reed and Ingerman 2013;Marton and Booth, 1997). The assumption of phenomenography is that different categories are logically related to one another by hierarchically inclusive relationships (Marton and Booth 1997;Runesson 2006;Marton and Pong 2005;Åkerlind 2012). Thus, the categories vary from less developed to more developed ways of understanding the phenomenon in question (e.g.…”

Section: Methodsmentioning

confidence: 99%

“…Phenomenographic research is a qualitative research methodology that seeks to find out the different ways in which people understand a particular phenomenon (Marton and Booth 1997;Thuné and Eckerdal 2005;Marton and Pong 2005;Åkerlind 2012), in our case: entrepreneurial learning as part of an engineering curriculum. In other words, like qualitative research in general, phenomenography aims to explore and interpret experiences of group of people in certain context (Braun and Clarke 2013).…”

Section: Methodsmentioning

confidence: 99%

“…This study applied the phenomenographic approach (see Marton 1981Marton , 1986Marton and Booth 1997;Bowden 2000;Åkerlind 2012). Phenomenographic research is a qualitative research methodology that seeks to find out the different ways in which people understand a particular phenomenon (Marton and Booth 1997;Thuné and Eckerdal 2005;Marton and Pong 2005;Åkerlind 2012), in our case: entrepreneurial learning as part of an engineering curriculum.…”

Section: Methodsmentioning

confidence: 99%

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Engineering students’ conceptions of entrepreneurial learning as part of their education

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Tynjälä

Kukemelk

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Engineering students’ conceptions of entrepreneurial learning as part of their education

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How teachers understand and strategize about emerging conflicts

Larsson

Hakvoort

Lundström

2022

British Educational Res J

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This article concerns what have been variously called mild misbehaviours, minor distractions or emerging conflicts, i.e. situations of mild tension between the teacher and pupils in the classroom. The article responds to calls for further studies on the link between how teachers understand these emerging conflicts and the strategies they suggest to handle them. We carried out two studies on primary school teachers in Sweden, using a qualitatively driven mixed‐method design, i.e. the studies were carried out sequentially using different qualitative methods. The first study, the main study, based on individual interviews with 20 teachers, used a phenomenographic approach, capturing these teachers’ different understandings of emerging conflict. The second study, the supplemental study, based on six group interviews with 18 teachers, built on the main study and used a hermeneutic approach, capturing how these teachers link a certain understanding of emerging conflicts to certain themes of suggested strategies. By utilizing this design, we were able to investigate the aforementioned link and build a model of nine different understandings, each linked to one to four strategy themes. Altogether, 22 different strategy themes, together encompassing a multitude of separate strategies, were recognized and linked to the nine different understandings. The results suggest that teachers have a more divergent and nuanced understanding of emerging conflicts, and how to handle them, than earlier studies of this link have reported. The results give valuable insights into developing more accurate quantitative surveys as well as more suitable teacher training programmes.

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Many truths, many knowledges, many forms of reason: Understanding middle‐school student approaches to sources of information on the internet

Scholes,

McDonald,

Stahl

et al. 2023

British Educational Res J

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Sourcing information related to socio‐scientific issues requires sophisticated literacies to read and evaluate conflicting accounts often signified by disagreement among experts, multiple solutions or misinformation. Much of the previous work exploring how young people approach conflicting information has tended to focus on students in the secondary and tertiary years, often taking an epistemic approach to analysis, rather than a literacies lens. At the heart of such endeavours, however, is the need for sophisticated reading skills accelerated by shifts to digital platforms to source information. Given the limited empirical studies in the field of literacy that articulate how middle school students approach sources of information, this study investigates 45 middle school students’ (13–14 years of age) self‐reported strategies for investigating health risks associated with mobile phone use. We asked the students to imagine that a close friend was worried about the health risks of using their mobile phone and had asked them for advice. Students were then prompted to describe how they would search for information about the issue and how they would know if the information was reliable. Our analysis identified three dominant themes in the interview data, namely: (i) mistrust of the internet—people can be reliable sources; (ii) reliable sourcing requires consensus across sources; and (iii) criteria help to determine a reliable source. An interesting finding was the level of scepticism of the internet expressed by students. We draw on examples from the students’ interview dialogue to illustrate the themes and engage in discourse related to their approaches including implications for teaching in English classrooms.

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Variation and commonality in phenomenographic research methods

Cited by 250 publications

References 9 publications

Engineering students’ conceptions of entrepreneurial learning as part of their education

Engineering students’ conceptions of entrepreneurial learning as part of their education

How teachers understand and strategize about emerging conflicts

Many truths, many knowledges, many forms of reason: Understanding middle‐school student approaches to sources of information on the internet

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