Issues and dilemmas in teaching research methods courses in social and behavioural sciences: US perspective

2003 ◽  
Vol 6 (1) ◽  
pp. 61-77 ◽  
Author(s):  
Abbas Tashakkori ◽  
Charles Teddlie
Keyword(s):  
Research Methods ◽  
Methods Courses ◽  
Teaching Research ◽  
Behavioural Sciences

Teaching Research Methods Courses in Human Geography: Critical Reflections

2010 ◽  
Vol 34 (2) ◽  
pp. 155-171 ◽  
Author(s):  
Valorie A. Crooks ◽  
Heather Castleden ◽  
Ilja Tromp-van Meerveld
Keyword(s):  
Research Methods ◽  
Human Geography ◽  
Methods Courses ◽  
Teaching Research ◽  
Critical Reflections

scholarly journals Integrating Research Skills Training into Non-Research Methods Courses.

2014 ◽  
Vol 7 (1) ◽  
pp. 76
Author(s):  
Jules Woolf
Keyword(s):  
Research Methods ◽  
Research Method ◽  
Skills Training ◽  
University Administrators ◽  
Short Discussion ◽  
Methods Courses ◽  
Research Skills ◽  
Classroom Strategies ◽  
Teaching Research ◽  
Study Participants

Research skills are a valued commodity by industry and university administrators. Despite the importance placed on these skills students typically dislike taking research method courses where these skills are learned. However, training in research skills does not necessarily have to be confined to these courses. In this study participants at a Cracker Barrel session (a series of short discussion sessions) discussed the issue of teaching research skills in non-research methods courses. Specific classroom strategies were identified along with issues related to the concept of research and the development of a research ethos among students and faculty.

The Use of Role-Play in Teaching Research Ethics: A Validation Study

1992 ◽  
Vol 19 (2) ◽  
pp. 106-108 ◽  
Author(s):  
David B. Strohmetz ◽  
Anne A. Skleder
Keyword(s):  
Research Ethics ◽  
Research Methods ◽  
Validation Study ◽  
Undergraduate Research ◽  
Role Play ◽  
Methods Courses ◽  
Teaching Research ◽  
Ethics Of Research

Rosnow's (1990) role-play exercise for teaching research ethics was used in undergraduate research methods courses, and its effectiveness was evaluated. Results indicate that the exercise can be a valuable tool for sensitizing students to the factors involved in judging the ethics of research.

scholarly journals Decentering Whiteness: Calling for change in the instruction of (developmental) research methods

2021 ◽  
Author(s):  
Tissyana Camacho ◽  
Margaret Echelbarger
Keyword(s):  
Research Methods ◽  
Students Of Color ◽  
The United States ◽  
Developmental Research ◽  
Methods Courses ◽  
Personal Lives ◽  
Developmental Science ◽  
Social Inequities ◽  
The Social ◽  
Work Done

Many scholars within psychology are working to course correct the historical mistakes, abuses, and exclusionary practices of the field; however, much of the work done to date focuses on research practices. To diversify who participates in developmental science, both as participants and as researchers, we argue that more attention must be paid to how we teach developmental science. We propose that research methods courses offer an additional opportunity to: 1) intervene on the academic pipeline, which fails many students of color in the United States, and 2) arm students with the skills they need to address the social inequities that students of color in the U.S. will face in their careers and personal lives. In this essay, we discuss the principles of equity-mindedness and call for creating more culturally-relevant and affirming curricula in (developmental) research methods courses.

scholarly journals Teaching/Research Project “Wheelmap”

2018 ◽  
Vol 1 ◽  
pp. 1-2
Author(s):  
Andreas Gollenstede
Keyword(s):  
Research Methods ◽  
Research Project ◽  
Close Link ◽  
Wheelchair Users ◽  
Research And Teaching ◽  
Teaching Research ◽  
Scientific Project ◽  
Teaching Learning ◽  
Specific Project ◽  
People With Impairments

In recent years new didactic concepts and approaches have been developed and evaluated at the universities. The concept for cartography lectures presented in this article is based on the close link of research and teaching/learning. The students are involved in all essential steps of a scientific project taking place during a series of lectures – beginning with the development of the scientific issues, followed by the choice and execution of the research methods and finally the presentation of the achieved outcomes. The specific project introduced here is based on self-experiments in which students took the perspective of wheelchair users entrusted with the task to map places, which are accessible for people with impairments. Among others, the goal set for the students was to develop an appropriate concept for the mobile acquisition of data and to visualise the final results by different methods of cartography.

Ethical and Methodological Dilemmas in Education Research

2021 ◽  
Vol 42 (1&2) ◽  
pp. 206-223
Author(s):  
Pauline McLean
Keyword(s):  
Education Research ◽  
Research Methods ◽  
Mixed Methods Research ◽  
Code Of Ethics ◽  
Research Process ◽  
Theoretical Research ◽  
Learning Goals ◽  
Methods Courses ◽  
Pedagogical Strategies ◽  
Human And Social Sciences

This paper utilized a non-empirical theoretical research framework for the purpose of examining possible solutions to the ethical and methodological dilemmas facing educational researchers. Two questions guided the examination: a) How relevant is research ethics in education research? and b) Which paradigm is a good fit for education research? A study of over two decades of seminal works and conference presentations revealed that education research is subject to the same professional code of ethics and guidelines as other Human and Social Sciences Research; therefore, educational researchers should avoid questionable practices by adhering to the “relativist utilitarian ethics of consequences” in the research process. While no single paradigm was identified as a good fit for education research, the quantitative–qualitative continuum, mixed–methods research, and alternative ways of teaching research methods courses were considered as possible approaches for addressing the methodological dilemmas that educational researchers encounter. Instructors of research methods courses are therefore expected to reflect on and re-evaluate the different ways in which philosophy, pedagogical strategies, and learning goals influence the redesign of their course.

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