A Practical Guide to Meta-Synthesis Method for Identifying Professional Competencies of Teachers in Teaching Nature of Science

Document Type : Original Article

Authors

1 faculty member of Shiraz university

2 Ministry of education/ Darab

3 Faculty member of Shiraz university

4 University of Texas Rio Grande Valley/ college of Education/ Texas

Abstract

Qualitative meta-synthesis is a new interpretive integration of qualitative findings that provide coherent descriptions or explanations of phenomena, events, or concepts. Considering the increasing rate of qualitative research, such interpretive synthesis is vital to provide a cohesive vision or a new theory with putting all scattered research together. Therefore, in the present study, the practical guide to the methodology, principles, steps, and other details of the meta-synthesis are explained using the six steps of meta-synthesis presented by Sandelowski and Barroso (2007). Along with each step of the methodological description, the process of presenting a model for the professional competencies of teachers in teaching the nature of science with reviewing 50 articles is also provided as an example for clarifying the methodology. The model suggests that teachers should have knowledge, skills, and attitudes competencies to be able to teach nature of science properly. This article can be used as a guideline by researchers who want to offer a comprehensive model of existing studies in their field of interest. 

Keywords

References

Abd‐El‐Khalick, F. (2005). Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers’ views and instructional planning. International Journal of Science Education, 27 (1), 15-42.
Akerson, V. L., Buzzelli, C. A., & Donnelly, L. A. (2008). Early childhood teachers' views of nature of science: The influence of intellectual levels, cultural values, and explicit reflective teaching. Journal of Research in Science Teaching, 45 (6), 748-770.
Akerson, V. L., & Hanuscin, D. L. (2007). Teaching nature of science through inquiry: Results of a 3‐year professional development program. Journal of Research in Science Teaching, 44 (5), 653-680.
 Atkins S, Lewin S, Smith H, Engel M, Fretheim A, Volmink J. (2008). Conducting a meta-ethnography of qualitative literature: lessons learnt. BMC Med Res Methodol; 8:21.
Barroso J., Gollop C., Sandelowski M., Meynell J., Pearce P. & Collins L. (2003). The challenge of searching for and retrieving qualitative studies. Western Journal of Nursing Research 25 (2), 153–178.
Bell, R. L., Matkins, J. J., & Gansneder, B. M. (2011). Impacts of contextual and explicit instruction on preservice elementary teachers' understandings of the nature of science. Journal of Research in Science Teaching, 48 (4), 414-436.
Bondas, T., & Hall, E. O. (2007). Challenges in approaching metasynthesis research. Qualitative Health Research, 17 (1), 113-121.
Britten N, Campbell R, Pope C, Donovan J, Morgan M, Pill R. (2002). Using meta ethnography to synthesise qualitative research: a worked example. J Health Serv Res Policy; 7 (4):209–15.
Capps, D. K., & Crawford, B. A. (2013). Inquiry-Based Professional Development: What does it take to support teachers in learning about inquiry and nature of science?. International Journal of Science Education, 35 (12), 1947-1978.
Finfgeld, D. L. (2003). Metasynthesis: The state of the art—so far. Qualitative health research, 13 (7), 893-904.
Finfgeld-Connett, D. (2014). Use of content analysis to conduct knowledge-building and theory-generating qualitative systematic reviews. Qualitative Research, 14 (3), 341-352.
Finfgeld-Connett, D. (2018). A Guide to Qualitative Meta-synthesis.
Finfgeld‐Connett, D., & Johnson, E. D. (2013). Literature search strategies for conducting knowledge‐building and theory‐generating qualitative systematic reviews. Journal of advanced nursing, 69 (1), 194-204.
Lederman, N. G., Abd‐El‐Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science. Journal of research in science teaching, 39 (6), 497-521.
Ludvigsen, M. S., Hall, E. O., Meyer, G., Fegran, L., Aagaard, H., & Uhrenfeldt, L. (2016). Using Sandelowski and Barroso’s meta-synthesis method in advancing qualitative evidence. Qualitative Health Research, 26 (3), 320-329
Mulvey, B. K., Chiu, J. L., Ghosh, R., & Bell, R. L. (2016). Special education teachers’ nature of science instructional experiences. Journal of Research in Science Teaching.
National Research Council (NRC) (2013). Next Generation Science Standards. http://www. nextgenscience.org/ next- generation- sience- standards. Accessed 30 May, 2013.
Noblit, G. W., & Hare, R. D. (1988). Metaethnography: Synthesizing qualitative studies (Vol. 11). Sage
Nye, E., Melendez‐Torres, G. J., & Bonell, C. (2016). Origins, methods and advances in qualitative meta‐synthesis. Review of Education, 4 (1), 57-79
Ozgelen, S., Hanuscin, D. L., & Yılmaz-Tuzun, O. (2013). Preservice elementary science teachers’ connections among aspects of NOS: Toward a consistent, overarching framework. Journal of Science Teacher Education, 24 (5), 907-927.
Paterson, B. L., Throne, S. E., Canam, C., Jillings, C. (2001). Meta-study of qualitative health research: A practical guide to meta-analysis and meta-synthesis, Thousand Oaks, CA: Sage.
Rudge, D. W., Cassidy, D. P., Fulford, J. M., & Howe, E. M. (2014). Changes observed in views of nature of science during a historically based unit. Science & Education, 23 (9), 1879-1909.
Sandelowski, M., & Barroso, J. (2003). Toward a metasynthesis of qualitative findings on motherhood in HIV‐positive women. Research in nursing & health, 26 (2), 153-170
Sandelowski, M., & Barroso, J. (2007). Handbook for synthesizing qualitative research. Springer Publishing Company.
Sandelowski, M., Docherty, S., & Emden, C. (1997). Focus on qualitative methods Qualitative metasynthesis: issues and techniques. Research in nursing and health, 20, 365-372
Walsh, D., & Downe, S. (2005). Meta‐synthesis method for qualitative research: a literature review. Journal of advanced nursing, 50 (2), 204-211
Wiesche, Manuel, Jurisch, Marlen C, Yetton, Philip W and Krcmar, Helmut )2017 (, Grounded theory methodology in information systems research , MIS quarterly, vol. 41, no. 3, pp. 685-701.
Journal of Curriculum Studies
Volume 13, Issue 50 - Serial Number 50
December 2018
Pages 75-108

Files

History

  • Receive Date: 22 October 2017
  • Revise Date: 19 May 2018
  • Accept Date: 13 March 2019

Share

How to cite

Statistics