Novice-led paired thematic analysis: A method for conceptual change in engineering

Devlin B. Montfort, Geoffrey L. Herman, Shane A. Brown, Holly M. Matusovich, Ruth A. Streveler

Research output: Contribution to conferencePaperpeer-review


This paper presents a revised analysis method for studies of students' conceptual understanding and conceptual change. The method emphasizes the roles of discussion and co-interpretation between two researchers with differing degrees of expertise in the content area under investigation. By organizing the analysis around the relative "novice's" learning, important insights can be gained into student reasoning. This method draws heavily from existing literature on conceptual change theories and methods. Increased use of our method could enrich engineering education research by encouraging more nuanced and informative characterizations of student conceptual understanding and the processes, triggers and obstacles of conceptual change.

Original languageEnglish (US)
StatePublished - 2013
Event120th ASEE Annual Conference and Exposition - Atlanta, GA, United States
Duration: Jun 23 2013Jun 26 2013


Other120th ASEE Annual Conference and Exposition
Country/TerritoryUnited States
CityAtlanta, GA

ASJC Scopus subject areas

  • General Engineering


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