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Qualitative Research Methods for Science Education Research
Provider: Science

Activity no.: 5200-25-02-01There are 20 available seats 
Enrollment deadline: 08/04/2025
Date and time22.04.2025, at: 00:00 - 16.06.2025, at: 00:00
Regular seats20
ECTS credits5.00
Contact personDaniel Spikol    E-mail address: ds@di.ku.dk
Enrolment Handling/Course OrganiserDaniel Spikol    E-mail address: ds@di.ku.dk
Written languageEnglish
Teaching languageEnglish
Grading scalePassed / Not passed
Criteria for exam assessmentActive participation, as well as handing in assignments on time and according to the criteria
Course workload
Course workload categoryHours
Preparation30.00
Lectures20.00
Class Instruction20.00
Theoretical exercises30.00
E-learning17.50
Field Work20.00
Sum137.50
Aim and content
This course comprehensively explores different qualitative methodologies for interdisciplinary research methods and their implications for science education. The course focuses on the qualitative but includes quantitative and mixed methods approaches for data analysis from different research perspectives in science education.

Seminar One: Ethnographic methods I: observations, and interviews.
The students will reflect on how different observation methods produce different data and are suitable for exploring various research aims. They will plan, carry out, and reflect on different observation methods, from the participating observer to the observant observer. We will work with different classroom approaches that include anthropological-oriented approaches. We will discuss how to collect data by designing an observation guide and taking field notes. They will work on combining research approaches and suitable observation methods. Also, they will be presented a guideline for what kind of reflections are required for a qualitative researcher before, during, and after the observations. Finally, they will work with the researchers’ position in terms of their position in the field they are studying. The participants will practice observations and discuss the challenges embedded in the method.
The participants will reflect on how different interviewing methods produce different outcomes and are suitable for exploring various research aims.. The participants will plan, carry out, and reflect on different interview methods. They will work with classic interviews and alternative approaches, such as interviews centered on artifacts (exhibits, work in the laboratory, or written assignments). Also, we will discuss different guidelines for what kind of reflections are required for a qualitative researcher before, during, and after the interview.

Seminar Two: Ethnographic Methods 2: Qualitative Research Criteria, Ethics and Positionality
Ethnographic methods are a still growing field within science education. Here, the researcher follows the research object often in different cultural contexts and over a long period. This requires the research to have a strong research focus and, hence, to reflect on how to collect valuable data. The participants will be presented with the method and the knowledge potentials embedded within it. They will discuss what counts as data, how to construct a guideline for data collection, and how to report and present ethnographic data. They will work on producing data themselves and discuss the challenges embedded in the method. Finally, they will discuss when ethnographical methods are suitable.
When conducting qualitative research, it is crucial to be familiar with the ethical guidelines that set the scene for the entire research process, from contacting the participants and analyzing the data. Ethical guidelines vary within cultural contexts. However, qualitative researchers have formulated general criteria that apply to such research and differ from quantitative research. The participants will work on their research projects and discuss ensuring they follow the ethical guidelines. As part of that, the qualitative researcher must reflect on their position in the data collection and analysis. The participants will work with their position as researchers about their research field and reflect on their challenges.

Seminar Three: Extending the Qualitative into Quantitative Ethnography and Wrap-Up
The first part of the seminar focuses on integrating quantitative and qualitative methods and empirical work. It will present a general introduction to quantitative ethnography, the tools, and the methods used to investigate educational data. The seminar will provide the participants with knowledge and discuss how qualitative research copes with the criteria of validity, generalisability, and representativity. These criteria differ from quantitative research traditions, and the participants will discuss how they ensure that their research meets the standards for good qualitative research.
The course will end with a discussion, during which the participants will be invited to pose questions and discuss the week's learning outcomes with the teachers.

Seminar Four: Final Presentations
During the course, the students will keep a series of hand-ins around the methods and tools and a reflective diary of how these different seminars apply to their research. The final presentation seminars allow the participants to present their research work and methods and get the entire group's feedback on strategies and methods that can support future research.

Formal requirements
MSc or equivalent, but Master Students can also apply.

Learning outcome
Knowledge:
•Critically analyze and differentiate between various qualitative research methodologies, including ethnographic methods, observations, and interviews, particularly in interdisciplinary science education research.
•Demonstrate how to integrate qualitative and quantitative approaches, specifically through the application of quantitative ethnography, and discuss the implications of this integration on research validity, generalizability, and representativity in science education.

Skills:
•At the end of the course, students should be able to recognize the influence of societal values, politics, and cultural beliefs on the direction and interpretation of scientific research
•Discuss the importance of equity, diversity, and inclusion in the scientific community and its educational contexts.
•Apply different theoretical lenses to the design and understanding of science education research.

Competences:
•Develop the ability to design, implement, and reflect on various observation and interview techniques, selecting the most appropriate methods for their specific research aims within science education.
•Students will be equipped to design and conduct research that adheres to ethical guidelines, reflecting on their positionality and the ethical implications of their methodological choices throughout the research process.

Target group
Science Education Researchers, Qualitative Research methods for education,
Science PhD students with focus on Education across all Education.

Lecturers
Teachers:
Ene Ernst Hoppe (Post doc) University of Copenhagen – Department of Science Education
Daniel Spikol (Associate Professor) University of Copenhagen - Department of Science Education
Anders Vestergaard Thomsen (Associate lecturerr), University College Absalon - Digital Learning Environments and Educational Design, Centre for School and Learning

Remarks
PhD students enrolled at NAFA CESE (Center of Excellence in Science Education) will be exempt for course fees
All MSc students or PhD students (including PhD students enrolled at NAFA CESE) will need to pay for travel and lodging costs

***
The sessions will be hosted at University of Copenhagen, Absalon Roskilde (Trekroner Forskerpark 4, 4000 Roskilde) and other different conference venues.

Specific Course dates:
28 - 29th April
12 - 13th May
12th June

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