Project PASS(Proficiency AND Success in Science)

Centra Session

February 28 - March 2

Analyzing Qualitative Data

A collaborative teacher professional development projectsupported by the Nevada Mathematics and Science Partnership Program

Analyzing Qualitative Data

1. Prepare Your Data2. Review your research questions3. Individually, each member reads the artifacts and

transcripts to develop themes (codes).4. The research team meets to discuss and negotiate the

teams’ themes.5. Individually, each member re-reads and codes for the

team’s themes.6. The research team meets again to negotiate the final

results.7. If appropriate, occurrences are tabulated.

Analyzing Qualitative Data

1. Prepare Your Data2. Review your research questions3. Individually, each member reads the artifacts and

transcripts to develop themes (codes).4. The research team meets to discuss and negotiate the

teams’ themes.5. Individually, each member re-reads and codes for the

team’s themes.6. The research team meets again to negotiate the final

results.7. If appropriate, occurrences are tabulated.

Analyzing Qualitative Data

1. Prepare Your Data2. Review your research questions3. Individually, each member reads the artifacts and

transcripts to develop themes (codes).4. The research team meets to discuss and negotiate the

teams’ themes.5. Individually, each member re-reads and codes for the

team’s themes.6. The research team meets again to negotiate the final

results.7. If appropriate, occurrences are tabulated.

Example Research Questions & Data Sources

• How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity?

• How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity?

Example Research Questions & Data Sources

• How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity?– Data Sources: interviews, essay responses,

survey

• How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity?– Data Sources: student notebooks, laboratory

reports, classroom discussion

Example Research Questions & Data Sources

• How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity?– Data Sources: interviews, essay responses,

survey

• How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity?– Data Sources: student notebooks, laboratory

reports, classroom discussion

Qualitative Analysis Explained

• How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity?– Data Sources: interviews, essay responses, survey– Coding: the behavior is unknown, themes will emerge and codes

are developed.

• How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity?– Data Sources: student notebooks, laboratory reports, classroom

discussion– Coding: the behavior is known, patterns can be counted (e.g.

intelligible, dissatisfaction) but unanticipated themes may also emerge and codes are developed.

Qualitative Analysis Explained

• How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity?– Data Sources: interviews, essay responses, survey– Coding: the behavior is unknown, themes will emerge and codes

are developed.

• How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity?– Data Sources: student notebooks, laboratory reports, classroom

discussion– Coding: the behavior is known, patterns can be counted (e.g.

intelligible, dissatisfaction) but unanticipated themes may also emerge and codes are developed.

Qualitative Analysis Explained

• How does the use of a conceptual change-based approach to science instruction influence student attitudes toward science in a unit on biodiversity?– Data Sources: interviews, essay responses, survey– Coding: the behavior is unknown, themes will emerge and codes

are developed.

• How does the use of a conceptual change-based approach to science instruction influence conceptual change in a unit on biodiversity?– Data Sources: student notebooks, laboratory reports, classroom

discussion– Coding: the behavior is known, patterns can be counted (e.g.

intelligible, dissatisfaction) but unanticipated themes may also emerge and codes are developed.

Analyzing Qualitative Data

1. Prepare Your Data2. Review your research questions3. Individually, each member reads the artifacts and

transcripts to develop themes (codes).4. The research team meets to discuss and negotiate the

teams’ themes.5. Individually, each member re-reads and codes for the

team’s themes.6. The research team meets again to negotiate the final

results.7. If appropriate, occurrences are tabulated.

Coding Example 1

Analyzing Qualitative Data

1. Prepare Your Data2. Review your research questions3. Individually, each member reads the artifacts and

transcripts to develop themes (codes).4. The research team meets to discuss and negotiate the

teams’ themes.5. Individually, each member re-reads and codes for the

team’s themes.6. The research team meets again to negotiate the final

results.7. If appropriate, occurrences are tabulated.

Coding Example 2

Coding Example 3 Coding Categories NRC Essential Feature One NRC Essential Feature Two NRC Essential Feature Three NRC Essential Feature Four NRC Essential Feature Five Inquiry starts with basic but focused question or problem that students are to answer, such as why does diversity exist among life or our planet? Through teacher guidance, students will come up with an answer. But before beginning the teacher will have students propose ? answer. . . . Thus the teacher acts as a guide in this project, not necessarily the provider of the answers to all questions posed by students. The students’ role is to search out for answer to their questions aided by activities which the teacher provides or (experiences) that the student may develop. The classroom structure ill involve guides teacher activities (for focus) to optmal ends activities developed by students? Learning would take place outside the classroom as well. Students are encouraged to collect data/information that would aid… as are their ideas may change over time students would be expected to converse with one another. Providing experience would depend on the subject. But in terms of discussing a teacher might present lesson that cover taxonomy or classification. The goal or objective Particular question would be to discover the role of evolutionary processes. In the end, students would come to take realization that diversity of life on the planet is a result of evolutionary process. That has been working for millions/billions of years and is till on going.

Analyzing Qualitative Data

1. Prepare Your Data2. Review your research questions3. Individually, each member reads the artifacts and

transcripts to develop themes (codes).4. The research team meets to discuss and negotiate the

teams’ themes.5. Individually, each member re-reads and codes for the

team’s themes.6. The research team meets again to negotiate the final

results.7. If appropriate, occurrences are tabulated.

Analyzing Qualitative Data

1. Prepare Your Data2. Review your research questions3. Individually, each member reads the artifacts and

transcripts to develop themes (codes).4. The research team meets to discuss and negotiate the

teams’ themes.5. Individually, each member re-reads and codes for the

team’s themes.6. The research team meets again to negotiate the final

results.7. If appropriate, occurrences are tabulated.

Analyzing Qualitative Data

1. Prepare Your Data2. Review your research questions3. Individually, each member reads the artifacts and

transcripts to develop themes (codes).4. The research team meets to discuss and negotiate the

teams’ themes.5. Individually, each member re-reads and codes for the

team’s themes.6. The research team meets again to negotiate the final

results.7. If appropriate, occurrences are tabulated.

Coding Example 4

Analyzing Qualitative Data

1. Prepare Your Data2. Review your research questions3. Individually, each member reads the artifacts and

transcripts to develop themes (codes).4. The research team meets to discuss and negotiate the

teams’ themes.5. Individually, each member re-reads and codes for the

team’s themes.6. The research team meets again to negotiate the final

results.7. If appropriate, occurrences are tabulated.

Final Reminder

• Action research data must be prepared in advance of the Data Festival on April 29.

• The handout provided at the last face-to-face session describing what you need to have done is available in WebCT (Syllabus and Requirements).