Literaturnachweis - Detailanzeige
Autor/in | Gunn, Andrew |
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Titel | Critical Debates in Teaching Research Methods in the Social Sciences |
Quelle | In: Teaching Public Administration, 35 (2017) 3, S.241-259 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0144-7394 |
DOI | 10.1177/0144739417708837 |
Schlagwörter | Social Science Research; Research Methodology; Social Sciences; Research Skills; Teaching Methods; Learning Theories; Constructivism (Learning); Curriculum Design; Holistic Approach; Foreign Countries; Public Policy; Financial Support; Active Learning; Student Centered Learning; United Kingdom Social scientific research; Sozialwissenschaftliche Forschung; Research method; Forschungsmethode; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Forschungsleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Lehrplangestaltung; Holistischer Ansatz; Ausland; Öffentliche Ordnung; Finanzielle Förderung; Aktives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Großbritannien |
Abstract | This paper explores some of the critical debates in social science research methods education and is set out in three parts. The first section introduces the importance and relevance of research methods to the social sciences. It then outlines the problems and challenges experienced in the teaching and learning of research methods, which are particularly acute in the case of quantitative methods. The second part of the paper provides an overview of the policy activity and pedagogic solutions presented in response to the context introduced in the first part. This section explains how the practice of research method teaching is changing and accounts for the trends of using pedagogies informed by constructivist learning theory and embedding methods in the substantive curriculum. The third section identifies three critical debates emanating from the two previous sections. First an appraisal of applicability of constructivist pedagogies, second the case for holistic curriculum design across a whole degree programme, and third, an analysis of the relevancy of efforts to strengthen the nexus between research and teaching. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |