Student-Centered Pedagogy and Real-World Research: Using Documents as Sources of Data in Teaching Social Science Skills and Methods

Autor/inn/en	Peyrefitte, Magali; Lazar, Gillian
Titel	Student-Centered Pedagogy and Real-World Research: Using Documents as Sources of Data in Teaching Social Science Skills and Methods
Quelle	In: Teaching Sociology, 46 (2018) 1, S.62-74 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X17727835
Schlagwörter	Foreign Countries; Undergraduate Students; Student Centered Learning; Criminology; Sociology; Social Science Research; Documentation; Information Sources; Data Collection; Skill Development; Research Methodology; Cooperative Learning; Experiential Learning; Thinking Skills; Critical Thinking; Learner Engagement; Teaching Methods; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kriminologie; Soziologie; Social scientific research; Sozialwissenschaftliche Forschung; Dokumentation; Information source; Informationsquelle; Data capture; Datensammlung; Kompetenzentwicklung; Qualifikationsentwicklung; Research method; Forschungsmethode; Kooperatives Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Denkfähigkeit; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This teaching note describes the design and implementation of an activity in a 90-minute teaching session that was developed to introduce a diverse cohort of first-year criminology and sociology students to the use of documents as sources of data. This approach was contextualized in real-world research through scaffolded, student-centered tasks focused on archival material and contemporary estate agents' brochures so as to investigate changes in the suburbs that surround a university in north London. To contribute to the growing discussion on pedagogic dialogical spaces in teaching research methods, we provide empirical evidence of students' greater engagement via group work and the opportunity to draw on experiential knowledge in analyzing sources. Beyond stimulating students' engagement with research skills and methods, the data also show the value of our approach in helping students develop their analytical skills, particularly through a process of comparison and contrast. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01