Network Analysis as a Research Methodology in Science Education Research

Abstract

With three examples, we explore diff erent ways of conceptualizing networks of nodes and links as educationally relevant entities. We show how one can analyse networks as they evolve over time − the dynamics of networks − and how one can model dynamic processes on networks. We also explain how networks can have both visual and mathematical properties that make them tractable as a way of generating knowledge about relational data. We suggest how a theory that emphasizes relational aspects might be developed using networks by providing an example about social networks, where we explain the generation of the theory-like structures rules of interaction, which are meant to have explanatory power. Likewise, we make interpretations of student discussions that are shaped in part by the algorithm we use to create discussion maps as well as by the changes we make to the transcript. Th e article illustrates how in a teacher-student dialogue, the structure of the network shapes the way we comprehend and talk about discussion networks. All these are dependent on the relational character of networks and would not be the same without that perspective. In other words, the theoretical positions we develop are shaped by the nature of networks. We conclude the article by discussing three developments, which need to occur to realize the potential of using network analysis in educational research.

A Bibliometric Analysis in Industry 4.0 and Advanced Manufacturing: What about the Sustainable Supply Chain?

“…Science mapping is generated through different and varied techniques such as quotation analysis, bibliographic coupling, or keyword co-occurrence analysis, among others, making it possible to measure or quantify and visualize the progress of the field or area to be investigated [47], thus generating knowledge through analysis of the data. Among the various methods available for science mapping is network analysis: defining networks as a set of entities that are linked by a set of connections, with the entities being defined as nodes and the connections as links, which can represent different types of unions or connections [48,49]. As well as bibliometric analysis related to I4.0 and AM, there are no studies based on network analysis related to those research areas; nonetheless, there are studies relative to mapping I4.0, such as Chiarello et al [50] analyzing I4.0 technologies and Yildiz [51], which analyzed the I4.0 concept.…”

Síťování škol: Případová studie Anglie

“…Problematika sítí v oblasti vzdělávání je diskutována i v české odborné literatuře (Bruun & Evans, 2018;Lintner;Walterová, 2016;aj. ), ale síťování škol jako organizací se zatím předmětem soustavné reflexe nestalo.…”

Illustration of a Software-Aided Content Analysis Methodology Applied to Educational Research

“…The complexity paradigm has fostered numerous works in social science, where common networks of physical entities comprise relational links with connections that can represent friendship, relationship, cooperation, actions or interaction [28][29][30]. On the other hand, there are immaterial webs with non-physical links that can be either semantic or linguistic networks, and these are the interest of the present work.…”