Research such as this study is subject to criticisms of "extreme subjectivism." However, there are a number of techniques recognized by educators, sociologists, and anthropologists, which allow researchers to establish the credibility of their knowledge claims. In research motivated by constructivist discourse, the notion of 'internal validity' is replaced by that of 'credibility' (Guba & Lincoln, 1989). It substitutes the isomorphism between constructed realities of the participants and the reconstructions attributed to them for the equivalent isomorphism between objective reality and findings in traditional research. Among the techniques are prolonged engagement, persistent observation, peer debriefing, progressive subjectivity, and member checks (Guba & Lincoln, 1989). As we both lived at the school, interacted with each other and students in relations other than teacher-student, and built the rapport of trust between ourselves and other students, we satisfied the criterion of prolonged engagement. As part of the two-year Epistemology Project, we interacted extensively to identify the pertinent issues which afforded the depth due to persistent observation. A university science educator and a fellow science teacher with no interest in the project served as peer debriefers who engaged with us in extended discussions to formulate and refine our knowledge claims. Through our collaborative work in the interpretation of the data sources and the writing of the project, as well as through other conversations concerning art, philosophy, religion, science, literature, and poetry, we ascertained our mutual positions and constructions. As a result, we present joint constructions arising from the progressive subjectivity in our interactions. Being participant and co-investigator allowed Todd to ascertain the emerging constructions as a member check. As a final check, Brent read the manuscript and subsequently discussed it with us. He fully agreed with our representation of his views, and expressed his hope that this manuscript could lead to changes in science teaching that would help other students like himself.
From: Roth, W.-M., & Alexander, T. (1997). The interaction of studentsÕ scientific and religious discourses: Two case studies. International Journal of Science Education, 19, 125Ð146.