PHYSICS PROBLEM SOLVING

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A new episode is determined by a shift in what the speakers are talking about, which may
be a new aspect, or part of a topic or a complete change of topic" (Sandefur and Bressler,
1971, p. 23). In a sense, the episodes become “mini-contexts” that fit together into a
larger context, namely the group’s construction of the physics description.
Next, I drew flowcharts that describe visually the “flow” of the physics
description construction process. Differing symbols for claims, grounds, warrants,
backings, and other statement types, enabled an easy visualization of an individual
group’s argument pattern. Finally, common and unique features between the fourteen
groups were noted. Generalizations answering the research questions were then made on
the basis of all fourteen groups.
ASSUMPTIONS AND RATIONALE FOR A QUALITATIVE, CASE-STUDY DESIGN
Because a qualitative, case-study research design differs from the more common
quantitative design, I will briefly explain the assumptions of the design and rationale for
choosing this design. The design of quantitative research is well-established in science
education. That type of research is based on a pre-determined set of analysis criteria,
generally utilizes statistical measures to draw conclusions, and is readily duplicated. The
qualitative, case-study research design has contrasting characteristics and actually
emerges from the research being conducted (Creswell, 1994). In this case, examination
of the group process itself determines the nature of the analysis criteria (Delamont and
Hamilton, 1984).
Two features of this dissertation research suggested that a qualitative approach
was more appropriate than a quantitative approach. First, cooperative learning research