Notater+Samling

1 .Kvalitative intervju Aslaug G. Almås Intervju eller dialog? Dialog mer likestilt Intervju: Annet maktforhold. Intervjuer bestemmer/tolker spørsmålene.

Sju stadium i intervju undersøk. Tematisering: Mål med undersøkelse. Hvorfor og hva må komme før hvordan Planlegging: Gå gjennom alle steg før start Øving: Aldri godt nok forberedt. Bruk intervju guide, gjør prøveintervju, lær av andre. Transkribering: Fra muntlig tale til skriftlig tekst. Gjør det selv. Best å transkribere alt, ikke bare å velge subjektivt. Analysering: Forskers kompetanse er avgjørende. Viktig å kunne research topic. [|NVIVO]: programvare som kan bidra i analysen Analyse metoder: Meningskategorisering (+/-5), meningsfortetting, meningsstrukturering gjennom narrativ, meningstolkning, og ad-hoc metoder for meningsgenerering. Dypere analysering: Tolkingskontekster og valideringsfellesskap Verifisering: Generaliserbarhet, reliabilitet og validitet.

Rapportering: Lesbar, ofte kjedelig, mange sitat. Tenk på rapportering før man gjør intervju.

Analyse av Narrativer: En kvalitiativ tilnærming til forskningsfeltet. : Anne K. Rønsen En historie som beskriver et fenomen. Tre dimensjoner: Skal observeres simultant Temporalitet – man er i en prosess - Kollektivitet – personlige og sosiale dimensjonen. Relasjoner til andre. Sted – fysisk sted, rekkefølge av ulike steder. Design av N forskingsløp Rettferdigjøre metodevalget (why?). Hvilket fenomen dreier forskingen seg om. Hensiktsmessige metoder? Analyse og tolkning.

Observasjon, refleksjonstekster, transkripsjon av video og lydopptak. Observasjon, samtale.

Retninger i narrativ analyse: Rogan og de Kock 1. Performative methods 2. Structural methods 3. Litterary methods.

Polkinghorne: Analysis of narrative

Webster:

Kritiske hendelser blir ofte referert tilbake til

Using narrative Inquiery

G. Salomon What is worth studying and what isn't?

If i teach them...will they learn? - A good research question needs to be __real__ question about something not well known.
 * A triviel question:**

- What is the best ICT to teach history? - Cannot deal with 15 alternatives to be compared. Needs to deal with the __essence__ of something, not private cases.
 * Unresearchable questions. (non-scientific)**

e.g. why dont teachers se program x? For every X there are many more x's. A good research question would ask what makes teachers avoid a certain __class__ of tools.
 * Studying something that is not an __essential__ characteristic but a private case and thus would not allow any generalisations.**

e.g. studying the effects of a tool while in fact it is the team process that makes the difference in learning. A good research question is based on prior identification of what __really__ would make the difference.
 * Studying the wrong independent variable:**

e.g. expecting cognitive transfer effects by an ICT program without being aware of 90 years of research on it. A good research question stands on the shoulders of past research; it continues from there.
 * Defining a research question without knowing the relevant literature**

A good research question is based on a convincing literature-based rationale as to why this may happen. (the argument "because I believe so" is no rationale).
 * Studyng the effects of an ICT based activity on general abilities without a rationale as to why this miracle should happen.**

e.g. playing a simulation game in a team will improve communication skills. A good research design assumes that effects take time; nothig happens overnight.
 * Expecting overnight results**

e.g. Is independent internet search accompanied by student satisfaction? A good research question would be: who is satisfied with the independent search and who is not? Why?
 * Looking for main effects where interactions should be expected**

(am i looking for main effects or merely interactions?) (Aptutude treatment, interaction. ATI) [] [] []
 * Most of our main effects are likely to be interactions with:**
 * Relevant individual differences**
 * Particular contents**: learning mathematics is not like learning history
 * Specific motivations:** need achievement is not the same as curiosity
 * Different context for study**: Home is not a classroom.