Abstract
The contributors to this symposium have performed phenomenographic research in different projects. Their epistemology as well as their philosophy of science did more or less differ. It was the scope of this symposium to discuss whether this can be an obstacle or may lead to fruitful debates. After brief descriptions on the methodology of the research performed, 3 questions were discussed: (a) Is it appropriate to“borrow” and use phenomenography methods in non-phenomenological research contexts? (b) Is it justifiable to substitute the term ‘experience’ used in phenomenography by ‘understanding’, or ‘conception’? (c) How can we secure validity of phenomenographic research?
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Buck, P. et al. (2003). On the Methodology of ‘Phenomenography’ As A Science Education Research Tool. In: Psillos, D., Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (eds) Science Education Research in the Knowledge-Based Society. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0165-5_4
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DOI: https://doi.org/10.1007/978-94-017-0165-5_4
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