Using Analytic Autoethnography to Characterize the Variation in the Application of the Resources Framework: What Is a Resource?
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[1] University of Wisconsin − Milwaukee, United States
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 101, Nº 9, 2024, págs. 3676-3690
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Fine-grained constructivist frameworks such as the resources framework have been applied as a theoretical lens broadly across education research disciplinary contexts, with a recent increase in its application to chemistry. Nevertheless, there’s notable variation in the ways the resources framework has been used. This work seeks to further a dialogue related to advancing our field by evaluating the application of theory in relation to research questions and analytic decisions. One of the driving methodological considerations related to this work was a tension between providing concrete examples while avoiding critiquing colleagues’ work. To this end, this work employs analytic autoethnographic methods, focusing on characterizing variation in framework use in my own work (n = 10 qualitative research articles), contextualized within the chemistry education research community of practice. This work highlights the importance of reflecting on theory use, emphasizing the research scope and variation in how “cognitive units” were operationalized across the articles (i.e., the relative size of a resource─what is a resource?). As an implication of this work, I aim to provide theoretical clarity, promote future discussions, and make some suggestions about future research conducted using the resources framework.
