The role of multiple data sources in interpretive science education research

Abstract

This paper deals with some aspects of research undertaken in Fiji to gain an understanding of what happens in science classrooms in relation to the teaching and learning of Basic Science in Forms 1‐4 (Years 7‐10).

Nearly 300 science lessons were observed in seven secondary and five primary schools. Data sources included observation notes, audio recordings of lessons, interviews with teachers, test and examination papers, samples of students’ written work, recordings of discussions with students during activities, Basic Science course materials, photographs of science classrooms, student responses to oral and written diagnostic questions, and interviews with curriculum advisers.

In participant observational research, the task of reduction, analysis, synthesis and interpretation of data poses a real challenge to the researcher as there are no standard methods that deal with these complexities. By drawing examples from the above study, the paper will explore some of the ways in which data from different sources can be linked to provide evidence for making better interpretations and to enhance our understanding of classroom transactions.