Creation and Application of a Replicable Analytic Method to Determine Attitudes and Beliefs of Undergraduate Science Professors Toward the Discipline of Education

Dados Bibliográficos

ID2410549
AutoresKatherine Fogelberg
Ano2016
Volume15
Fascículo1
Data de publicação2016-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoInternational Journal of Qualitative Methods (JOURNAL)
Identificadores do periódicoISSN: 1609-4069 • E-ISSN: 1609-4069
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/1609406916659291
OpenAlexW2493321092
IdiomaEN
Referências citadas19

Detailed here is the creation and application of a replicable method bricolage that brings together Discourse Analysis, discourse analysis, and the theory of reasoned action to examine attitudes and beliefs of university science professors toward the discipline of education. This method used a two-phase method for analysis. The first phase looked for phrases that could be defined as either an attitude or a belief based on definitions taken from the social psychology and communication studies literature. The second phase interpreted the overall data to explore the influences on the formation of the attitudes and beliefs as well as to support or refute the findings from Phase 1. The need for a replicable Discourse Analysis method is apparent in the education literature, as is a solid definition of what constitutes an attitude or a belief. The method outlined here provides good definitions for attitudes and beliefs, a method for extracting both constructs from the data, and incorporates an internal crystallization process for looking at and comparing emergent themes from both phases of analysis

Action (physics · Bricolage · Epistemology · Mathematics education · Phase (matter · Process (computing · Sociology · Communication in Education and Healthcare · Computer Science · Discourse Analysis in Language Studies · Psychology · Teacher Education and Leadership Studies · Social Psychology