Lessons for Teaching Social Science Research Methods in Higher Education: Synthesis of the Literature 2014-2020

Autor/inn/en	Nind, Melanie; Katramadou, Angeliki
Titel	Lessons for Teaching Social Science Research Methods in Higher Education: Synthesis of the Literature 2014-2020
Quelle	In: British Journal of Educational Studies, 71 (2023) 3, S.241-266 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nind, Melanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2022.2092066
Schlagwörter	Social Studies; Educational Research; Research Methodology; Higher Education; Literature Reviews; Methods Courses; Teaching Methods; Active Learning; Experiential Learning; Student Centered Learning + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Methodisch-didaktische Anleitung; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	The underdevelopment of a pedagogical culture for research methods education and the lack of a body of knowledge with the potential to influence practice have been highlighted by previous studies. This systematic review explores the pedagogic approaches and strategies evident in recent literature (2014-2020) on teaching social science research methods in higher education. It synthesises 55 papers offering a detailed rationale for the approach and strategies employed in doctoral/post-doctoral education. While dispersed across journals, there is a plethora of case studies and reflective accounts about teaching approach, strategy, tactics and tasks in research methods education. Most studies reviewed report on teaching qualitative methods and represent authors' own teaching practices. Consistent with previous studies, experiential, active learning and student-centred approaches are predominantly discussed, often overlapping or combined with other approaches. This paper illustrates a growing pedagogic culture, represented by an increased volume of papers and theoretical discussion of practices, rationale and reflection on how research methods are taught and learnt. It is concluded that clear intention to engage in dialogue and contribute to evidence-based practice and knowledge in research methods education is evident, and that the 'how to' element is richly articulated and justified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01