What is Phenomenological Research

Modified 10 Strategic Points Template

Article Citation

Vangilder (n.d.). Dissertation.

Point

Description

Location

(Page #)

Broad Topic Area

Physics education research (PER)

1

Lit Review

Yes

23-30

Problem Statement

It was not known how (a) thinking and reasoning with MRS occurs, and (b) how that sort of thinking and reasoning affects epistemological change in terms of mechanisms and processes—whether cognitive, behavioral, or social—in an IP classroom. Moreover, as shown in the review of the literature herein, it is not clear what anyone means by the terms thinking and reasoning within any context.

8

Research Questions

R1: How do IP students use representational systems in their thinking and reasoning?

R2: How does the use of MRS in the thinking and reasoning of IP students promote personal epistemological change?

12

Sample

Twenty-nine students comprising 2 class groups served as the study sample. The class groups consist of one algebra-based physics class group and one calculus-based physics class group.

75

Describe Phenomena (qualitative) or Define Variables/Hypotheses (quantitative)

Phenomenon of how students in an IP classroom think and reason with MRS as they experience epistemological change

77

Methodology & Design

Qualitative/phenomenological, based on grounded theory

77, 82

Purpose Statement

The purpose of this study is to determine how students in an IP classroom think and reason with MRS as they experience epistemological change.

77

Data Collection Approach

The qualitative data in the form of student journals, survey, and interviews obtained throughout the study, is punctuated by a number of traditional IE assessments of IP, and the Psycho-epistemological Profile (PEP).

77

Data Analysis Approach

Inductive

82

Evaluation (Maximum 250-500 words)

The key points of the study are that it is a qualitative study, based on the grounded theory/phenomenological approach, that focuses on discovering how students in an IP classroom think and reason with MRS as they experience epistemological change. The phenomenon under study is how students in an IP class think and reason with MRS as they experience epistemological change. It is a key component in qualitative research because it is the subject of the research. The problem identified in the study is that it was not known how thinking and reasoning with MRS occurs, nor how that sort of thinking and reasoning affects epistemological change in terms of mechanisms and processes—whether cognitive, behavioral, or social—in an IP classroom. Moreover, as shown in the review of the literature, it was not clear what anyone means by the terms thinking and reasoning within any context. Thus, this problem became the focus of the study itself to see how students did learn. The qualitative design is phenomenological with grounded theory as an approach, which is appropriate as phenomenological helps researchers to uncover the deeper essence of things (Lin, 2013). The instruments used to collect data are appropriate as they provide direct access to the phenomenon itself. The research questions apply and guide the research effectively and address the stated problem.