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Network analysis and qualitative discourse analysis of a classroom group discussion
University of Copenhagen, Denmark.
Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för kemi och biomedicin (KOB).ORCID-id: 0000-0001-9132-8615
Uppsala University, Sweden;University of the Western Cape, South Africa.
2019 (engelsk)Inngår i: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 42, nr 3, s. 317-339Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

A new methodology is proposed for qualitative discourse analysis (QDA) aimed at gaining enhanced insights into learning possibilities and indicators that arise during classroom group discussions. The constitution of this new methodology has two principle components: a discourse analysis approach that aims to identify the relationships between content and group dynamics; and a network analysis (NA) approach that uses the same data to identify meaning-related structural dynamics found in the data. The proposed methodology pairs these two components to create a supplementary iterative interchange that facilitates the attainment of greater analytic insights than are achievable by either of the two components individually. The critical aspects of the methodology are illustrated and discussed using real classroom data in ways that provide a procedural exemplar. The strengths and limitations of the proposed methodology are also discussed.

sted, utgiver, år, opplag, sider
Abingdon-on-Thames: Routledge, 2019. Vol. 42, nr 3, s. 317-339
Emneord [en]
Discourse analysis, network analysis, classroom group discussion, socioscientific issues, educational design and practice
HSV kategori
Forskningsprogram
Naturvetenskap, Naturvetenskap med utbildningsvetenskaplig inriktning; Pedagogik, Didaktik
Identifikatorer
URN: urn:nbn:se:lnu:diva-77953DOI: 10.1080/1743727X.2018.1496414ISI: 000468529600008Scopus ID: 2-s2.0-85049989154OAI: oai:DiVA.org:lnu-77953DiVA, id: diva2:1250354
Prosjekter
Understanding the Formation of Scientific Literacy Through Socioscientific Issues: An Examination of Student Discourse and Reasoning
Forskningsfinansiär
Swedish Research Council, 721-2011-5534Tilgjengelig fra: 2018-09-24 Laget: 2018-09-24 Sist oppdatert: 2019-06-10bibliografisk kontrollert

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