Constructing Follow Up Interview Questions
Having settled, mostly, on a qualitative study to measure science teaching efficacy and teaching outcome efficacy of general education teaches in professional learning communities with a STEAM specialist (whew!), I am reading and thinking about the types of instruments I will use to collet data.
Merriam, Ch 4 and 5 has been a source of information for effective questions and interview techniques. Using that resource as well as Stohlman et. al. (2012) I am moving through the process of deciding on the framework and content of the follow-up interivew section of data collection.
Some considerations I am keeping in mind:
The techniques used to gather data as well as specific information sought through survey and interview are determined by the researcher's theoretical orientation, the problem and purpose of the study and by the sample of respondents selected.
Qualitative data consists of "direct quotations from people about their experiences, opinions, feelings, and knowledge." To access this data through interview, questions need to get at people's activities, behaviors and actions
Why an Interview? (Patton, p. 90) "We interview people to find out from them those things we cannot directly observe." We cannot observe feelings, thoughts and intentions. We cannot observe behaviors that took place at some point previous to this time. "We cannot observe how people have organized the world and the meanings they attach to what goes on in the world" We have to ask people questions about those things. So, the purpose of the interview is to allow us to enter into the other person's perspective. What I hope to uncover in the interview are feelings and thoughts about teaching science and try to uncover some of the antecedant experiences which form those beliefs.
According to Dexter (1970) as quoted in Merriman (p. 72) interviewing is the preferred tactic of data collection when...it will get better data or more data or data at less cost than other tactics." In addition, it may prove to be the only way to get data at all.
The type of interview that will serve my project most clearly is Semistructured because I want to have a mix of prepared questions and yet respond and prompt according to the respondent's replies. "This format allows the researcher to respond to the situation at hand, and to the emerging world-view of the respondent, and to new ideas on the topic." (Merriman, p. 74)
Questions will be designed to avoid the three most common pitfalls: multiple questions, leading/bias questions, yes/no questions (p. 79)
Some question types that I want to include are:
1. Ideal Position Questions: for both information and opinion. These are good to use in evaluative studies because they reveal both positives and negatives or shortcomings of a program.
2. Interpretive Questions provide a check on what respondent thinks and understands. These allow the researcher to confirm the tentative interpretation of what had been said in prior interviews AND, I believe, what may be inferred from survey responses.
3. Probing Questions or Probes: to follow up on something already asked. Probing can come in the form of asking for more details, for clarification, for examples. These may be silence, sounds of affirmation, echo back a particular point you want more info on...
After writing questions and doing one interview- scrutinize a verbatim transcript of the interview for opportunities for follow up that may have been missed.
No need was found for keeping interview questions in a rigid, prescribed order- mix 'em up!
Some questions that are forming as I complete my literature review and think of how this work will contribute to the academic understanding of elementary science teaching efficacy in a STEM- mandated world:
EQ: What are the cognitive, affective, and pedagogical variables that lead to science teaching self efficacy?
Merriam, Ch 4 and 5 has been a source of information for effective questions and interview techniques. Using that resource as well as Stohlman et. al. (2012) I am moving through the process of deciding on the framework and content of the follow-up interivew section of data collection.
Some considerations I am keeping in mind:
The techniques used to gather data as well as specific information sought through survey and interview are determined by the researcher's theoretical orientation, the problem and purpose of the study and by the sample of respondents selected.
Qualitative data consists of "direct quotations from people about their experiences, opinions, feelings, and knowledge." To access this data through interview, questions need to get at people's activities, behaviors and actions
Why an Interview? (Patton, p. 90) "We interview people to find out from them those things we cannot directly observe." We cannot observe feelings, thoughts and intentions. We cannot observe behaviors that took place at some point previous to this time. "We cannot observe how people have organized the world and the meanings they attach to what goes on in the world" We have to ask people questions about those things. So, the purpose of the interview is to allow us to enter into the other person's perspective. What I hope to uncover in the interview are feelings and thoughts about teaching science and try to uncover some of the antecedant experiences which form those beliefs.
According to Dexter (1970) as quoted in Merriman (p. 72) interviewing is the preferred tactic of data collection when...it will get better data or more data or data at less cost than other tactics." In addition, it may prove to be the only way to get data at all.
The type of interview that will serve my project most clearly is Semistructured because I want to have a mix of prepared questions and yet respond and prompt according to the respondent's replies. "This format allows the researcher to respond to the situation at hand, and to the emerging world-view of the respondent, and to new ideas on the topic." (Merriman, p. 74)
Questions will be designed to avoid the three most common pitfalls: multiple questions, leading/bias questions, yes/no questions (p. 79)
Some question types that I want to include are:
1. Ideal Position Questions: for both information and opinion. These are good to use in evaluative studies because they reveal both positives and negatives or shortcomings of a program.
2. Interpretive Questions provide a check on what respondent thinks and understands. These allow the researcher to confirm the tentative interpretation of what had been said in prior interviews AND, I believe, what may be inferred from survey responses.
3. Probing Questions or Probes: to follow up on something already asked. Probing can come in the form of asking for more details, for clarification, for examples. These may be silence, sounds of affirmation, echo back a particular point you want more info on...
After writing questions and doing one interview- scrutinize a verbatim transcript of the interview for opportunities for follow up that may have been missed.
No need was found for keeping interview questions in a rigid, prescribed order- mix 'em up!
Some questions that are forming as I complete my literature review and think of how this work will contribute to the academic understanding of elementary science teaching efficacy in a STEM- mandated world:
EQ: What are the cognitive, affective, and pedagogical variables that lead to science teaching self efficacy?
What are the factors that contribute to the capacity of K-12 teachers to understand and teach integrated STEM as well as implement "21st Century Skills" (Partnership for 21st Century Skills, 2011) and engage in place-based STEM teaching?
Is science and engineering best taught as a set of linear prescriptive steps, aka- the “scientific method”
What STEM learning opportunities that are available in the community?
Are there leadership support structures in place for STEM teaching and learning?
What are they?
What are teachers' perceptions, characteristics, and opinions about teaching and learning integrated STEM?
To what degree are place-based or community resources being used for teaching and learning?
Is a STEM problem or STEM interest being addressed in your community?
To what extent?
Who is involved?
What is the level of involvement of the various parties?"
Your interview structure and the content of your varied questions provides you an excellent base to gather effective data for your work! Well done! I really appreciate the varied structure as a way to read your audience. The setting of your interviews will also play a factor. I always went to the interviewees room or comfortable space. It offered a more relaxed atmosphere and helped with honest feedback. Good luck on the process. Your questions are excellent!
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