Tracking conceptual saturation in classical grounded theory using lead and link technique

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Document Type

Article

Source Title

Advanced Science Letters

Volume

21

Issue

7

First Page

2479

Last Page

2482

Publication Date

1-1-2015

Abstract

This paper introduces the Lead and Link (LL) technique in tracking conceptual saturation in a classical grounded theory (CGT) study. The LL was employed in a study which explored how engineering students solve Physics problems. Six engineering students enrolled in Physics 213 (Electricity and Magnetism) participated in the study. The data gathered from the participants included field notes, retrospective unstructured interview, and solution sheets. The LL conceptualization technique was used to guide the researcher in theoretical sampling and served as basis in declaring conceptual saturation. The study successfully returned a general model of how engineering students solve problems in Physics. “Playing with equations,” an in vivo term, emerged as the core category which was saturated in the study. It is defined as a quick and sneaky approach in solving Physics problems, characterized by matching the applicable equations with the given variables. © 2015 American Scientific Publishers.

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Digitial Object Identifier (DOI)

10.1166/asl.2015.6315

Disciplines

Science and Mathematics Education

Keywords

Grounded theory; Physics—Study and teaching

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