En metodisk studie av innholdsanalyse – med analyser av matematikklæreres undervisningskunnskap som eksempel
DOI:
https://doi.org/10.7146/nomad.v20i2.148681Abstract
Innholdsanalyse brukes i hovedsak som begrep i tilknytning til den systematiske prosessen forskere går gjennom når de skal analysere innholdet i et skriftlig datamateriale. Muligheter og begrensninger ved tre ulike tilnærminger til kvalitativ innholdsanalyse diskuteres i artikkelen, med datamateriale fra en studie av læreres undervisningskunnskap i matematikk som eksempel. Konvensjonell innholdsanalyse synes å være velegnet til å få en dybdeforståelse av datamaterialets mening, summativ innholdsanalyse er en noe mer strukturert tilnærming som ved en kombinasjon av manifest og latent analyse kan gi en god oversikt over datamaterialets struktur og innhold, mens teoridreven innholdsanalyse synes å egne seg til å teste hypoteser knyttet til teori.
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