Network Analysis as a Research Methodology in Science Education Research

Jesper Bruun; Robert Harry Evans

doi:10.14712/23362189.2017.1026

Network Analysis as a Research Methodology in Science Education Research

Bidragets oversatte titel: Netværksanalyse som en forskningsmetodologi i naturfagsdidaktisk forskning

Abstract

Med tre eksempler undersøger vi forskellige måder at konceptualisere netværk af knudepunkter og links som uddannelsesmæssige relevante enheder. Vi viser, hvordan man kan analysere netværk, som de udvikler sig over tid - dynamikken i netværk - og hvordan man kan modellere dynamiske processer på netværk. Vi forklarer også, hvordan netværk kan have både visuelle og matematiske egenskaber, der gør dem bærbare som en måde at generere viden om relationelle data. Vi foreslår, hvordan en teori, der understreger relationelle aspekter, kan udvikles ved hjælp af netværk ved at give et eksempel på sociale netværk, hvor vi forklarer genereringen af teorilignende strukturer, regler for interaktion, der skal have forklarende magt. Ligeledes gør vi fortolkninger af elevdiskussioner, som delvis er formet af den algoritme, vi bruger til at oprette diskussionsskemaer samt af de ændringer, vi foretager til udskrivningen. Denne artikel illustrerer hvordan i en lærer-elev-dialog form strukturen i netværket den måde, vi forstår og snakker om diskussionsnetværk. Alle disse er afhængige af netværkernes relationelle karakter og ville ikke være de samme uden dette perspektiv. Med andre ord er de teoretiske positioner vi udvikler formet af netternes natur. Vi konkluderer artiklen ved at diskutere tre udviklinger, som skal ske for at realisere potentialet ved at bruge netværksanalyse i pædagogisk forskning.

Bidragets oversatte titel	Netværksanalyse som en forskningsmetodologi i naturfagsdidaktisk forskning
Originalsprog	Engelsk
Tidsskrift	Pedagogika
Vol/bind	68
Udgave nummer	2
Sider (fra-til)	201-217
Antal sider	17
ISSN	0031-3815
DOI	https://doi.org/10.14712/23362189.2017.1026
Status	Udgivet - 2018

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Det Natur- og Biovidenskabelige Fakultet

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10.14712/23362189.2017.1026

559Forlagets udgivne version, 354 KBLicens: CC BY

Citationsformater

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title = "Network Analysis as a Research Methodology in Science Education Research",

abstract = "With three examples, we explore diff erent ways of conceptualizing networks ofnodes and links as educationally relevant entities. We show how one can analyse networks as they evolve over time − the dynamics of networks − and how one can model dynamic processes on networks. We also explain how networks can have both visual and mathematical properties that make them tractable as a way of generating knowledge about relational data. We suggest how a theory that emphasizes relational aspects might be developed using networks by providing an example about social networks, where we explain the generation of the theory-like structures rules of interaction, which are meant to have explanatory power. Likewise, we make interpretations of student discussions that are shaped in part by the algorithm we use to create discussion maps as well as by the changes we make to the transcript. Th e article illustrates how in a teacher-student dialogue, the structure of the network shapes the way we comprehend and talk about discussion networks. All these are dependent on the relational character of networks and would not be the same without that perspective. In other words, the theoretical positions we develop are shaped by the nature of networks. We conclude the article by discussing three developments, which need to occur to realize the potential of using network analysis in educational research.",

keywords = "Faculty of Science, network analysis, dynamic tool, relational tool, methodological tool",

author = "Jesper Bruun and Evans, {Robert Harry}",

year = "2018",

doi = "10.14712/23362189.2017.1026",

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N2 - With three examples, we explore diff erent ways of conceptualizing networks ofnodes and links as educationally relevant entities. We show how one can analyse networks as they evolve over time − the dynamics of networks − and how one can model dynamic processes on networks. We also explain how networks can have both visual and mathematical properties that make them tractable as a way of generating knowledge about relational data. We suggest how a theory that emphasizes relational aspects might be developed using networks by providing an example about social networks, where we explain the generation of the theory-like structures rules of interaction, which are meant to have explanatory power. Likewise, we make interpretations of student discussions that are shaped in part by the algorithm we use to create discussion maps as well as by the changes we make to the transcript. Th e article illustrates how in a teacher-student dialogue, the structure of the network shapes the way we comprehend and talk about discussion networks. All these are dependent on the relational character of networks and would not be the same without that perspective. In other words, the theoretical positions we develop are shaped by the nature of networks. We conclude the article by discussing three developments, which need to occur to realize the potential of using network analysis in educational research.

AB - With three examples, we explore diff erent ways of conceptualizing networks ofnodes and links as educationally relevant entities. We show how one can analyse networks as they evolve over time − the dynamics of networks − and how one can model dynamic processes on networks. We also explain how networks can have both visual and mathematical properties that make them tractable as a way of generating knowledge about relational data. We suggest how a theory that emphasizes relational aspects might be developed using networks by providing an example about social networks, where we explain the generation of the theory-like structures rules of interaction, which are meant to have explanatory power. Likewise, we make interpretations of student discussions that are shaped in part by the algorithm we use to create discussion maps as well as by the changes we make to the transcript. Th e article illustrates how in a teacher-student dialogue, the structure of the network shapes the way we comprehend and talk about discussion networks. All these are dependent on the relational character of networks and would not be the same without that perspective. In other words, the theoretical positions we develop are shaped by the nature of networks. We conclude the article by discussing three developments, which need to occur to realize the potential of using network analysis in educational research.

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KW - dynamic tool

KW - relational tool

KW - methodological tool

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Network Analysis as a Research Methodology in Science Education Research

Abstract

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