QUALITATIVE

DIFFERENT
APPROACHES IN
APPROACHES
IN
EDUCATIONAL
SCIENCE
EDUCATIONAL
RESEARCH
RESEARCH
Yuli Rahmawati, M.Sc., Ph.D.
Jurusan Kimia, FMIPA UNJ
Yuli Rahmawati, M.Sc., Ph.D.
Jurusan KIMIA, Universitas Negeri
Jakarta
Page 1

OVERVIEW

Page 2

INTRODUCTION

Page 3

RESEARCH TERMS: Research paradigms

A paradigm is thus a comprehensive
belief system, worldview, or framework
that guides research and practice in a
field (Willis, 2007, p. 8)
Research paradigm as worldview consists
of the basic concepts which influence the
key ideas of conducting research
Key Research Paradigms in
science educational rese
Page 4
arch

RESEARCH TERMS:
Methodology, Methods and Quality
Standards

Page 5

RESEARCH TERMS: Overview

Paradig
m

Epistemolo
gy

Methodology

Methods

Quality
Standard

Positivism
Postpositivist

scientific,
objective,
explanatory

Experimental
Correlation
Survey,
Mixed method

Questionnaire
s
Interviews

validity & reliability

Triangulation

Interpretiv
e

Constructivist

intepretive/Des
criptive study
Case study
Grounded
Theory
Ethnography
Action Research,
etc

Observation
interviews
Case studies
Reflective
journals

Trustworthiness
Authenticity

Critical
Theory

Subjective

Critical Action
research

Questionnaire
s
Observations
Documents
Reflections

Praxis
Pedagogical
thoughtfulness

Postmoder
nism

difference &
pluralism

Auto/etnography

Narrative
writing
Interview
Observations

polyvocality,
verisimilitude

Page 6

OVERVIEW: Quantitative vs Qualitative

QUANTITATIVE: positivism- and post/positivism
QUALITATIVE: Interpretivism, criticalism, postmodernism
(Post/Modernism)
DIFFERENCES
QUANTITATIVE
QUALITATIVE
RESEARCH
PROBLEM

EXPLAINATION

UNDERSTANDING

LITERATURE
REVIEW

MAJOR ROLE

MINOR ROLE

PURPOSE

GENERALISATION,
MEASURABLE

SPESIFIC, EXPERIENCES

DATA
COLLECTION

NUMBERIC. LARGE

TEXT/IMAGE. SMALL

DATA ANALYSIS
AND
INTERPRETATION

STATISTICAL, DESRIPTION
TRENDS

TEXT ANALYSIS,
MEANING

REPORTING AND
EVALUATION

STANDARD AND FIXED

OBJECTIVITY

FLEXIBLE AND
EMERGING
REFLEXTIVE

Page 7

QUALITATIVE RESEARCH STEPS:

Research Problems

Page 8

QUALITATIVE RESEARCH STEPS:

Data Collection & Generation

Page 9

QUALITATIVE RESEARCH STEPS:

Research Questions
Emerging questions and Dynamic
process
What are students
experiences on National
Examinations?
Initial question, start
project

What factors are influencing

students anxiety on
National Examinations?
Shaped question, initial data
collection

Why do students feel

anxiety on National
Examinations?
Further shaped question,
continued data collection

Page 10

QUALITATIVE RESEARCH STEPS:

Data Analysis

Page 11

Coding and Themes

Before, I had desire to

Coding:
Good
teacher (C1a)
Not highly
paid (C2)

I have three

teachers, my Math
become a teacher, I want
teacher at the high
to become a sister. But
school, I think he was
then, I moved on to the
not just a math
high school, I had a good
teacher, but he was
chemistry teacher. So, I
Math. He was logical,
just wanted to become
the way he developed
like her. ...We did not
the idea of teaching,
really fell so hard of the
you see things, and
questions, she would not Coding
Amazing
you could have deep
perceive to the new
teachers (C1-b)
understanding. ..
topic, until we
Thats three amazing
understood the topic. I
people, I would like to
know it is not the highly
be like that
paid job, but I just wanted
to become the one
Themes:
(Michelle, Interview, 23
Teacher (T1), Economy
September 2008)
(T2)
Page 12

QUALITATIVE RESEARCH STEPS:

Data Interpretation & Representation

Page 13

QUALITATIVE RESEARCH STEPS:

Reporting

Page 14

QUALITATIVE RESEARCH STEPS:

Evaluation/ Quality Standards
Lincoln
(1995)

Guba and
Lincoln(1989)

Creswell (1998)

Richardson
(2000)

Inquiry

TRUSWORTHINES Rigorous data

S
collection

Substantive
contribution

Positional

Credible

Consistent with
characteristics
Qualitative

Aesthetic merit

Community

Transferable
(rich detail

Inquiry

Reflexivity

Voice

Dependable
(process audit
trail,
emergence)

Single focus
phenomenon

Impact

Critical
Subjectivity

Confirmable
(data audit
trail)

persuasively

Expression of
reality
Page 15

QUALITATIVE RESEARCH STEPS:

Evaluation/ Quality Standards
Lincoln
(1995)
Reciprocity

Guba and
Lincoln(1989)
AUTHENTIC?
(RELATIONSHIPS)

Creswell
(1998)
Multiple level
analysis

Sacredness of Fairness (inclusive,

relationship
representative)

Narrative
engagement

Sharing
Privileges

Accuracy

Ontological (self
understanding)

Richards
on (2000)

Educative
(understanding others)
Catalytic (action
commitment)
Tactical (empowered
to act)

Page 16

RESEARCH METHODOLOGY

Page 17

METHODOLOGY:
INTERPRETIVE/DESCRIPTIVE/QUALI
TATIVE

Page 18

METHODOLOGY: Ethnography

Page 19

METHODOLOGY: Ethnography

Page 20

Research Procedures:
A Realist Ethnography, Case study, Critical
Ethnography
Procedures

Realist Etno-

Case Study

Critical Etno-

Research
Problems

Culture themes Depth

inequities
understanding
of case

Identification Cultural theme

Intrinsic,
instrumental,
collective

Critical issues

Data
Collection

Extensive
time
Multiple forms
data
collections

Collaboration,
multiple forms
(individual
willingness)

Extensive time
Emphasize
(observations,
field notes,etc)

Page 21

Research Procedures:
A Realist Ethnography, Case study, Critical
Ethnography
Procedures

Realist Etno- Case Study

Data
Analysis and
Interpretatio
n

Report

Detailed
description
s
Interpretati
ons of
cultural
theme

An
objective
study
Biases out
and
Exploration

Developing
issues and
themes
about the
case/s
Cross case
analysis

Critical
Etno

Description

of case
Objective/sub
jective
Bias/Generali
ze to other
cases

Developing
critical
issues
Identifying
changes

Address
critical
issues
Reflexive
Page 22

METHODOLOGY: Grounded Theory

Page 23

METHODOLOGY: Grounded Theory

Page 24

Phases of Grounded Theory in

The Systematic Design
OPEN CODING
CATEGORIES

AXIAL CODING CATEGORIES

Context
Category
Category

Causal
Conditions

Core Category
or Phenomenon

Strategies

Consequences

Category
Category

Intervening
Conditions

Page 25

Procedures in Grounded
Theory

Page 26

METHODOLOGY: Action Research

Page 27

METHODOLOGY: Action Research

Page 28

Procedures in Action Research

Design

Page 29

Different Terms in a Action Research

Cycle

Page 30

METHODOLOGY: Narrative
Research
(Autobiography/Autoetnography)

Page 31

METHODOLOGY: Narrative
Research
(Autobiography/Autoetnography)

Page 32

METHODOLOGY: Narrative Research

(Critical Auto-ethnography)

Page 33

Procedures of Narrative
Research

Page 34

METHODOLOGY: Mixed Methods

Design

Page 35

METHODOLOGY: Mixed Methods

Design

Page 36

Procedures of Mixed Method

Design (General)

Page 37

OTHER ISSUES OF METHODOLOGY:

Research and Development
(Borg& Gall, 1983, 2003),
Instruction Design Model
(Dick & Carey, 2009)
Developmental Research
(Richey, Klein, & Nelson,
2004)
Design-Based Research
Methodology
(Ann Brown, 1992)
Page 38

CONCLUSION
Educational Research Trends based on
research paradigms mostly focuses on
post/positivism and interpretivism, then
moving forward into criticalism and
postmodernism
In difference paradigms: basic concepts
are important and lets celebrating the
differences (PARADIGMS WAR)
Postgraduate
students
research:
research interests, students roles, and
the study program profile
Page 39

CONCLUSION

Postgraduate
students
research:
experiments, causal relationship, survey,
mixed methods, case study, grounded
theory,
action
research,
and
auto/ethnography
Research should influence on researchers,
classroom practices, students agency, and
policy

Page 40

REFERENCES

Cresswell, J. W. (2005). Educational reserach: Planning, conducting, and evaluating quantitative and
qualitative research (second edition ed.). New Jersey: Pearson Education, Inc.

Denzin, N. K. (2010). Moments, mixed Methods, and paradigm dialogs. Qualitative Inquiry, 16(6), 419
427.

Denzin, N. K., & Lincoln, Y. S. (2008). Handbook of qualitative research. London: Sage Publications.

Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Pak, CA: Sage Publications.

Taylor, P. C., & Wallace, J. (1996). Doing qualitative research in science and mathematic education.
London: Sage Publications.

Taylor, P. C., Taylor, E., & Luitel, B. C. (2012). Multi-paradigmatic transformative research as/for teacher
education: An integral perspective. In B. J. Fraser, K. G. Tobin & C. J. McRobbie (Eds.), Second
international handbook of science education (pp. 373-387). Dordrecht, The Netherlands: Springer.

Taylor, P. C. (2009). Research paradigms: A big picture. Retrieved from

http://smec.moodle.com/course/view.php?id=18 .

Willis, J. W. (2007). Foundation of qualitative research: Interpretive and critical approaches. Thousand
Oaks: Sage Publications.

Willison, J. W., & Taylor, P. C. (2006). Complementary epistemologies of science teaching: Towards an
integral perspective. In P. J. Aubusson, A. G. Harrison & S. M. Ritchie (Eds.), Analogy and Metaphor in
Science Education. Dordrecht, The Netherlands: Springer.

Page 41

TERIMA
KASIH
b
Mobile Phone: 081380464477
E-mail: yuli.chem@gmail.com

TERIMA KASIH
E-mail: yuli.chem@gmail.com

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