A methodological approach to content analysis of qualitative data in science education: An applied example
DOI:
https://doi.org/10.29329/pedper.2025.86Keywords:
Qualitative data, qualitative data analysis, content analysis, Science educationAbstract
Although descriptive and content analysis are different concepts, they often need clarification. While descriptive analysis is a statistically descriptive method that summarises the basic features of the data, content analysis is a method in which meaning, themes and patterns are revealed by examining texts or qualitative data in depth. Although descriptive analysis and content analysis are both analysis methods used in research, they have different purposes and techniques. This study aims to create a case study in which qualitative data's meaning, themes and patterns are revealed and examined in depth within a scenario constructed using actual data. As a case scenario, it will be assumed that interviews were conducted with students and teachers, the researcher used a semi-structured observation form, and open-ended self-evaluation reports were prepared in which students evaluated themselves. Explanations about how the data obtained from student-teacher interviews, observation and student self-assessment reports should be followed according to the content analysis stages are given. The stages of collecting and analysing qualitative data require careful planning. In this study, in addition to the content analysis used in analysing qualitative data, it is also essential that the other stages should be planned and implemented in detail. The processes before and after collecting the data and finally reporting the data should be planned in line with the purpose of the research. Before the content analysis process, it will be necessary to use many data collection tools to collect the data per the research subject.
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