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Abstract

Grounded in the theoretical framework of interpretivism, the purpose of this qualitative case study was to explore the experiences of a teacher from an inner city high school in South Texas when using interactive notebooks to inform students’ understanding of physics concepts. The participant for the study was purposefully selected with an intention to gain an in-depth understanding of the experiences. Data collection incorporated multiple methods such as interviews, participant observations, and document analysis. Descriptive, In-vivo, process, and Labovian six-part model of narrative coding were used to reduce and manage data. The codes were grouped into eight categories. Two major themes were identified from the data analysis: Interactive Notebook - A Testimony of Constructive Learning and Interactive Notebook- A Pioneering Approach to Instruction. The findings of this study intersect science education and qualitative inquiry and create space for openended, autonomous, constructivist learning of scientific principles. Additionally, the findings raise implications for transferable aspects of individualized learning processes for any areas of education where concepts are challenging for students to grasp.

Keywords

Interactive Notebooks, Case Study, Qualitative Inquiry, Science Education

Publication Date

7-7-2014

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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