ABSTRACT
This chapter reports on a study conducted within the technology domain of STEM education. Constructivist grounded theory was selected as an appropriate methodology due to the conceptualisation of technology education within the literature. I will outline the historical development of grounded theory and the divergence between what is now termed ‘traditional grounded theory’ and ‘constructivist grounded theory’. The second half of the chapter will use the study as a worked example through which the procedures adopted, methodological constructs used, and the terminology used in grounded theory are discussed. Finally, the challenges associated with conducting a grounded theory study and the limitations associated with the methodology are discussed.
