Critical Debates in Teaching Research Methods in the Social Sciences

Autor/in	Gunn, Andrew
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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