Employing Grounded Theory to Support Strengths-Based Analysis of Informal Science Learning Conversations (Poster 1)

• In Event: (Re)Imagining Different Educational Realities: Anti-Deficit Approaches in Informal Learning Environments Research

Abstract

Objectives 

This presentation reviews Grounded Theory (GT; Glaser & Strauss, 1967) and elucidates how inductive coding can be used in informal learning settings to position study analyses within a strength-based perspective. Using Thematic Analysis (TA) as a case study, the presentation draws parallels between concepts in Grounded Theory and anti-deficit approaches. TA analysis of family conversations in an aquarium and at home demonstrates the assets that families bring to informal science learning.

 

Theoretical Framework 

GT is a research approach in which data are systematically generated through iterative, comparative methods to develop theory (Conrad, 1982). GT analysis approaches derive theory inductively, rather than deductively (Egan, 2002; Corbin & Strauss, 1990). GT contributes to the understanding of individuals' lives and behaviors, and feelings (Brown et al., 2002) and allows researchers to account for privilege and oppression (Charmaz, 2019). GT also challenges researchers' biases and preconceived ideas (Bytheway, 2018; Urquhar, 2013). We argue that GT can be used intentionally to challenge historically privileged ways of doing science (i.e., ways that represent primarily the language, ideals, and practices of mainstream, typically Western culture) through data-driven theory development that highlights learner strengths and assets.

TA is an inductive coding method used to identify themes within data (Braun & Clark, 2006). We argue that using inductive approaches, like TA, allows researchers to acknowledge, value, and document the science learning in families’ everyday interactions, challenging and expanding what the science community has historically acknowledged as doing science (Melzi et al., 2023; Riojas-Cortez et al., 2008). TA supports a study’s anti-deficit approach because it allows patterns and themes related to strengths and assets for science learning to emerge from the data (Braun & Clark, 2006), making room for a range of learner behaviors rather than analyzing the data deductively through a narrow a priori definition of doing science, which often leads to deficit framing.



Methods 

Verbatim transcripts of parent-child conversations from an aquarium visit (n=50; 27 girls, 23 boys; M = 5.9 years) and at home following the visit (n=25; 11 girls, 14 boys, M = 5.6 years) were analyzed (see Table 1 for demographics).

Consistent with a “bottom-up” inductive TA approach (Braun & Clark, 2006), researchers identified and characterized emergent patterns and themes in the conversations through a multi-step, iterative process. Researchers independently and in teams described parent and child talk during informal science learning, identified patterns and categorized parent and child talk, and discussed discrepant cases until disagreements were resolved by consensus. The themes and subthemes were checked for dependability (Creswell et al., 2011).

Results and Significance

Resulting themes (memory cue, science reflection, and personal connection) demonstrated that children’s and families’ strengths in discourse (e.g., reflecting on memories through narrative storytelling) supported their science learning. The also results supported prior studies indicating that families use knowledge from their own lives to make sense of their everyday interaction (McClain & Zimmerman, 2014).

These findings offer transformative ways to reimagine informal science learning for historically excluded communities (e.g., storytelling).

Authors

• Kimberly Reynolds Kelly, California State University - Long Beach

• Natalie Rose George, California State University - Long Beach

• Claudine Maloles, California State University - Long Beach

• Leela Salary, California State University - Long Beach

• Xiomara Barillas Polanco, California State University - Long Beach