En kritisk diskusjon av ‘tematisk analyse etter Braun og Clarke (2006)’ i naturfagdidaktiske studier

Thematic analysis following Braun and Clarke (2006) have become a phenomenon within qualitative research – and science education is no exception. However, thematic analysis is poorly understood and even misused in published research. In this article, I investigate the use of Braun and Clarke’s (2006) thematic analysis in 26 studies published in Nordic Studies of Science Education (Nordina) between 2015-2022. Applying a shortened version of Braun and Clarkes (2021a) evaluation tool, I critically examine and discuss how ‘thematic analysis following Braun and Clarke (2006)’ is described and performed in the Nordina-articles. I find that thematic analysis is used in various ways, and often in ways that seem incompatible with Braun and Clarkes approach to the method. The findings and reflections should have implications for the use of and review of ‘thematic analysis after Braun and Clarke (2006)’ in science education research.