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Qualitative research: Data analysis framework generating grounded theory applicable to the crisis in science education
Author(s) -
Spector Barbara S.
Publication year - 1984
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660210503
Subject(s) - economic shortage , grounded theory , qualitative research , quality (philosophy) , qualitative property , science education , qualitative analysis , mathematics education , management science , educational research , sociology , engineering ethics , computer science , pedagogy , epistemology , psychology , social science , engineering , linguistics , philosophy , machine learning , government (linguistics)
The shortage of qualified teachers, and the quality and quantity of the science taught in precollege institutions are two focal issues in today's national crisis in science education. This article delineates aspects of qualitative research having the potential of providing guidance to change agents in designing effective strategies to mitigate the crisis. A discursive approach to qualitative research involving the method of collecting and simultaneously analyzing data known as “grounded theory” is described. Role theory and schools as organizations composed of interactive subsystems are defined as suitable frameworks within which to analyze data.