Document Type

Conference Paper

Journal/Book Title/Conference

2006 Annual Meeting of the American Educational Research Association

Publication Date

2006

Abstract

This paper, as part of a symposium on the analysis of clinical interview data and the development of a framework for analyzing students' intuitive science knowledge, identifies and discusses methodological challenges encountered when specifying the knowledge elements and resources are invoked dynamically during a clinical interview. Drawing from interviews with middle school students about the seasons and an analysis of knowledge in terms of 'nodes', two classes of problems are identified: those associated with identification of nodes and those associated with their application as codes to a transcript-based data corpus. We posit that these challenges are common ones associated with any form of fine-grained knowledge analysis and describe some analytical decisions we made in light of these challenges.

 
 

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