Qualitative Research as Culture and Practice

Abstract

This chapter offers neither a “how to” guide to qualitative research nor review the many ways that qualitative research enters into the field of science education. It explores ways of thinking about approaches to research that take seriously the cognitive, socio-cultural, political, and ideological manifestations of science and education in science education. The chapter identifies some key areas for consideration and opens up discussions about ways to advance thinking about qualitative research in science education. The moment-to-moment interactions aggregate to form patterns of activity, identified in ethnographic analysis, that construct the culture across scales. Participant-observation and community ethnography are important ways of understanding an endogenous culture; in-depth ethnographic interviewing can similarly contribute to understanding culture from the participant’s point of view. Qualitative research in education generally has an orientation to produce accounts that have validity concerning the nature of the phenomena under study and a goal to improve practice. This orientation manifests in a variety of accounts of qualitative research.