The pedagogy of social science research methods: a textbook case.
The pedagogy of social science research methods: a textbook case.
This paper sets out findings from new SRHE-funded research into the pedagogy of social science research methods textbooks. At present, research methods teaching lacks substantial pedagogical culture and both the teaching and learning of research methods are under-researched. This paper explores the intersection between methods and textbook pedagogy through a study of 30 leading social science research methods textbooks, to understand how these resources articulate the pedagogies that are unique to methodological learning. Research methods teaching is frequently characterised by active-learning, learning by doing, experiential and reflexive approaches. Textbooks, too have their own unique pedagogies. Thus, special attention is given to both the implicit and explicit in-text devices and pedagogical moves that authors deploy to engage readers in student-centred, active, experiential and reflexive methods learning, complicating the notion of the textbook as a didactic, abstract and transmissive learning resource, and gesturing to the richness of this emerging field.
textbook research, Research Methods, pedagogic content knowledge, PEDAGOGY, social science research methods education
1-2
Lewthwaite, Sarah
0e26d7cf-8932-4d65-8fea-3dceacf0ea88
Holmes, Michelle
83deb057-57c5-48ec-a140-317676865ed8
6 December 2017
Lewthwaite, Sarah
0e26d7cf-8932-4d65-8fea-3dceacf0ea88
Holmes, Michelle
83deb057-57c5-48ec-a140-317676865ed8
Lewthwaite, Sarah and Holmes, Michelle
(2017)
The pedagogy of social science research methods: a textbook case.
Society for Research into Higher Education Annual Conference, Celtic Manor Conference Centre, Newport.
06 - 08 Dec 2017.
.
Record type:
Conference or Workshop Item
(Other)
Abstract
This paper sets out findings from new SRHE-funded research into the pedagogy of social science research methods textbooks. At present, research methods teaching lacks substantial pedagogical culture and both the teaching and learning of research methods are under-researched. This paper explores the intersection between methods and textbook pedagogy through a study of 30 leading social science research methods textbooks, to understand how these resources articulate the pedagogies that are unique to methodological learning. Research methods teaching is frequently characterised by active-learning, learning by doing, experiential and reflexive approaches. Textbooks, too have their own unique pedagogies. Thus, special attention is given to both the implicit and explicit in-text devices and pedagogical moves that authors deploy to engage readers in student-centred, active, experiential and reflexive methods learning, complicating the notion of the textbook as a didactic, abstract and transmissive learning resource, and gesturing to the richness of this emerging field.
Text
Lewthwaite and Holmes SRHE abstract 2017
- Accepted Manuscript
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Published date: 6 December 2017
Venue - Dates:
Society for Research into Higher Education Annual Conference, Celtic Manor Conference Centre, Newport, 2017-12-06 - 2017-12-08
Keywords:
textbook research, Research Methods, pedagogic content knowledge, PEDAGOGY, social science research methods education
Identifiers
Local EPrints ID: 416988
URI: http://eprints.soton.ac.uk/id/eprint/416988
PURE UUID: 2d31fb37-a300-445a-9715-afb1460f2d6e
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Date deposited: 16 Jan 2018 17:30
Last modified: 16 Mar 2024 04:21
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