Establishing Trustworthiness in Qualitative Research in Science Classrooms

Abstract

Qualitative research plays a vital role in understanding the complex phenomena within science classrooms, such as teacher-student interactions and the processes of knowledge construction, which quantitative methods may overlook. However, qualitative inquiry often faces skepticism regarding researcher bias and the lack of standardized procedures. To address these concerns, this article presents the application of the "Trustworthiness" framework developed by Lincoln and Guba (1985) as a standard for quality assurance in science education research. The framework of trustworthiness consists of four essential components. Credibility, which focuses on establishing the "truth-value" of the findings through strategies such as triangulation, member checking, and prolonged engagement in the research field. 2. Transferability, achieved through thick description, allows readers to determine if the findings can be applied to their own specific contexts. 3. Dependability ensures the consistency of the findings over time. 4. Confirmability emphasizes neutrality, ensuring that interpretations are derived from actual data rather than the researcher's imagination, often documented through an audit trail. Furthermore, the article highlights the importance of reflexivity, where the researcher acts as the "primary instrument" and must continuously reflect on their own biases and roles through tools like research diaries. Implementing these rigorous strategies enables researchers to present profound, valuable, and credible findings. Ultimately, establishing trustworthiness strengthens the body of knowledge in science education and supports the sustainable development of teaching and learning.