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Phenomenography is a research method adapted
for mapping the qualitatively different ways in which people
experience, conceptualise, perceive, and understand various aspects of,
and phenomena in, the world around them (Marton, 1986, p.31).
Phenomenography is an interpretive research approach that
looks at the different ways people experience or conceive a range of
phenomenon (Marton, 1988). It has been used within the IT domain to
explore conceptions of programming (Booth, 1990; Bruce et al., 2004), information systems (Cope, 2000), and information literacy
(Bruce, 1997).
As there is no prescriptive format to conduct phenomenographic research, when phenomenography is used it requires
that the procedure adopted is documented and the individual variations
in the method used are explained (Bowden & Walsh, 2000).
For further information on this method please consult any of
the following, which include both descriptions of the method, and two articles from method critics:
Phenomenography Resources
- Bowden, J. (1995). Phenomenographic research: some
methodological issues. Nordisk Pedagogik (Journal of Nordic Educational
Research), 15(3), 144-155.
- Bowden, J., & Walsh, E. (Eds.). (2000).
Phenomenography. Melbourne: RMIT University Press.
- Bruce, C. (1997). The Seven faces of information literacy.
Adelaide: Auslib Press. (Christine is my research supervisor here at
QUT)
- Bruce, C., Buckingham, L., Hynd, J., McMahon, C., Roggenkamp, M. and Stoodley, I. (2004). Ways of experiencing
the act of learning to program: A phenomenographic study of introductory programming students at university .
Journal of Information Technology Education 3(n/a):144.
- Cope, C. (2004). Ensuring validity and reliability in phenomenographic research using the analytical framework of a structure of awareness. Qualitative Research Journal, 4(2), 5-18.
- Edwards, S. L. (in press, 2005). Phenomenography: "Follow the Yellow Brick Road!" In Evidence based practice in information literacy (Vol. Chapter 4): ANZIIL Research Working Group (Australian and New Zealand Institute for Information Literacy).
- Limberg, L. (2000). Phenomenography: a relational approach
to research on information needs, seeking and use. The New Review of
Information Behaviour Research, 1, 35-50.
- Marton, F. (1994). Phenomenography. In T. Husén
& T. N. Postlethwaite (Eds.), The International Encyclopedia of
Education (2nd ed., Vol. 8, pp. 4424-4429): Pergamon.
- Säljö, R. (1997). Talk as Data and Practice - a critical look at phenomenographic inquiry and the appeal to experience. Higher Education Research and Development, 16(2), 173-190.
- Sandberg, J. (1997). Are Phenomenographic Results Reliable?
Higher Education Research and Development, 16(2), 203-212.
Also quoted above:
- Booth, S. (1990). Conceptions of Programming: A Study Into Learning to Program. Mölndal: Göteborg University, Institute of Education.
- Cope, C. (2000). Educationally Critical Aspects of the Experience of Learning about the Concept of an Information
System. Unpublished PhD, La Trobe University, Bundoora, Vic.
- Marton, F. (1986). Phenomenography - a research approach to investigate different understandings of reality.
Journal of Thought, 21(3), 28-49.
- Marton, F. (1988). Phenomenography: Exploring different conceptions of reality. In D. Fetterman (Ed.),
Qualitative Approaches to Evaluation in Education: the Silent Revolution (pp.176-205). New York: Praeger.
Other references that should be considered are those
concerning Variation Theory and how this
research may be used in teaching.
Please Note: This material is Copyright to the author and the publishers. Extract Source: Edwards,
Sylvia L. (2006) Panning for gold: understanding students information searching experiences. In Transforming IT Education: Promoting a Culture of
Excellence. Brisbane: Faculty of Information, QUT.
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