The Phenomenographic Analytical Framework in Science, Technology and Engineering Education Research
- March 14, 2021
- Posted by: RSIS
- Categories: Education, IJRSI
International Journal of Research and Scientific Innovation (IJRSI) | Volume VIII, Issue II, February 2021 | ISSN 2321–2705
The Phenomenographic Analytical Framework in Science, Technology and Engineering Education Research
Fatokun, Jonathan Olanrewaju
Ekiti state University, Nigeria
Abstract: Phenomenographic analytical paradigm helps to elicit qualitatively, variations of ways of understanding of interviewees through an in-depth data collection and analysis process. It helps to delineate the different ways people conceptualise, interpret and perceive a given phenomenon that appears intertwined with several other ones when investigated. Given that, there are embedded skills and practices that are integral, core and critical in the teaching and learning process in science, technology, engineering and mathematics discipline that do not carry equal glamour in policy declaration, curriculum implementation and other practices. Science, technology, and engineering teaching practices has multi-tasks intertwined together that require proper coordination and harnessing of all the tasks to enhance the holistic training of the graduates. In this article, particular attention is drawn to the application of phenomenographic methodology to qualitative research in science, technology, and engineering phenomena that students learn collectively and simultaneously in a cluster.
Keywords: Phenomenography, analytical methodology, qualitative research, higher education, teaching and learning, science, technology and engineering education
I. INTRODUCTION: PHENOMENOGRAPHY DESCRIBED
Phenomenography is a field of inquiry that provides qualitative researchers with experiential descriptions of the phenomenon under study (Marton, 1986). According to Marton (1981), phenomenography was originally developed from an educational framework by Ference Marton and co-research group in the Department of Education, University of Gothenburg, Sweden. It was designed as research approach to answer certain questions about thinking and learning. The word “Phenomenography” was coined in 1979 but started appearing in publications two years later (ibid). Marton viewed it as a content-oriented and interpretive way of describing qualitatively different ways in which people perceive and understand their reality. The aim of developing this approach in research is to describe, analyse and understand experiences in qualitatively different ways in an empirical manner (Bowden, 2000; Marton, 1986). This is what differentiates phenomenography from phenomenology.
