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Person-Centered and Qualitative Approaches to Network Analysis in Physics Education Research

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Title: Person-Centered and Qualitative Approaches to Network Analysis in Physics Education Research
Language: English
Authors: Adrienne L. Traxler (ORCID 0000-0003-2725-0686), Camila Mani Dias do Amaral (ORCID 0000-0002-0659-8715), Charles Henderson (ORCID 0000-0003-0334-6739), Evan LaForge, Chase Hatcher (ORCID 0000-0003-3009-8785), Madison Swirtz (ORCID 0000-0002-1639-9496), Ramón Barthelemy (ORCID 0000-0003-1225-7682)
Source: Physical Review Physics Education Research. 2024 20(2).
Availability: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Contract Number: 2100024
2055237
2054920
Document Type: Journal Articles
Reports - Research
Descriptors: Physics, Science Instruction, Network Analysis, Social Networks, Self Concept, Educational Research
DOI: 10.1103/PhysRevPhysEducRes.20.020132
ISSN: 2469-9896
Abstract: Network analysis has become a well-recognized methodology in physics education research (PER), with study topics including student performance and persistence, faculty change, and the structure of conceptual networks. The social network analysis side of this work has focused on quantitative analysis of whole-network cases, such as the structure of networks in single classrooms. Egocentric or personal network approaches are largely unexplored, and qualitative methods are underdeveloped. In this paper, we outline theoretical and practical differences between two major network paradigms--whole-network and egocentric--and introduce theoretical frameworks and methodological considerations for egocentric studies. We also describe qualitative and mixed-methods approaches that are currently missing from the PER literature. We identify areas where these additional network methods may be of particular interest to physics education researchers and end by discussing example cases and implications for new PER studies.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453310
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Adrienne+L%2E+Traxler%22">Adrienne L. Traxler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2725-0686">0000-0003-2725-0686</externalLink>)<br /><searchLink fieldCode="AR" term="%22Camila+Mani+Dias+do+Amaral%22">Camila Mani Dias do Amaral</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0659-8715">0000-0002-0659-8715</externalLink>)<br /><searchLink fieldCode="AR" term="%22Charles+Henderson%22">Charles Henderson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0334-6739">0000-0003-0334-6739</externalLink>)<br /><searchLink fieldCode="AR" term="%22Evan+LaForge%22">Evan LaForge</searchLink><br /><searchLink fieldCode="AR" term="%22Chase+Hatcher%22">Chase Hatcher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3009-8785">0000-0003-3009-8785</externalLink>)<br /><searchLink fieldCode="AR" term="%22Madison+Swirtz%22">Madison Swirtz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1639-9496">0000-0002-1639-9496</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ramón+Barthelemy%22">Ramón Barthelemy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1225-7682">0000-0003-1225-7682</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Physical+Review+Physics+Education+Research%22"><i>Physical Review Physics Education Research</i></searchLink>. 2024 20(2).
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  Data: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
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  Data: 18
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  Data: 2024
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  Data: <searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Network+Analysis%22">Network Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink>
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  Data: 10.1103/PhysRevPhysEducRes.20.020132
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  Data: 2469-9896
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  Data: Network analysis has become a well-recognized methodology in physics education research (PER), with study topics including student performance and persistence, faculty change, and the structure of conceptual networks. The social network analysis side of this work has focused on quantitative analysis of whole-network cases, such as the structure of networks in single classrooms. Egocentric or personal network approaches are largely unexplored, and qualitative methods are underdeveloped. In this paper, we outline theoretical and practical differences between two major network paradigms--whole-network and egocentric--and introduce theoretical frameworks and methodological considerations for egocentric studies. We also describe qualitative and mixed-methods approaches that are currently missing from the PER literature. We identify areas where these additional network methods may be of particular interest to physics education researchers and end by discussing example cases and implications for new PER studies.
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