Learning as Researchers and Teachers: The Development of a Pedagogical Culture for Social Science Research Methods?

Kilburn, Daniel; Nind, Melanie; Wiles, Rose

doi:10.1080/00071005.2014.918576

Cited by 125 publications

(116 citation statements)

References 33 publications

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“…Thus, our data show frequent references to learningthrough-doing, student-centred, active or problem-based learning. This resonates with the wider literature on methods education (Kilburn, Nind, and Wiles 2014). It also resonates with some of the key messages coming from the inclusive education literature where teachers are seeking to support learners' skills development to enable them to act competently, not as researchers as in the case of methods education, but simply as learners (Hart et al 2004;Florian and Linklater 2010).…”

Section: Holistic Approachesmentioning

confidence: 60%

“…Applying a lens of critical or inclusive pedagogy to a consideration of the teaching and learning of research methods means that we make such values explicit. For Alexander (2009, 11), pedagogy is 'the act of teaching together with its attendant discourse', and the discourse of inclusive pedagogy is not often associated with adults learning research methods, where the pedagogical discourse generally is under-developed (Kilburn, Nind, and Wiles 2014). It is mostly in research methods textbooks that we can find an articulation of inclusive values.…”

Section: Introductionmentioning

confidence: 99%

“…Howard and Brady 2015) indicates that learning research methods is hard. It places distinctive conceptual, procedural and technical demands upon teachers and learners (see Bourdieu 1992;Kilburn, Nind, and Wiles 2014). Methods learning may be more procedural than methodology learning, the former focusing on skills development and the latter on understanding of epistemology and ontology, but inevitably these are messily intertwined in the classroom if we want to develop post/graduates and professionals who are research literate and researchers who are properly competent.…”

Section: Introductionmentioning

confidence: 99%

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Hard to teach: inclusive pedagogy in social science research methods education

Nind

Lewthwaite

2017

International Journal of Inclusive Education

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Amidst major new initiatives in research that are beginning to address the pedagogic dimension of building capacity in social science research methods, this paper makes the first move to apply the lens of inclusive pedagogy to research methods pedagogy. The paper explores the ways in which learning social science research methods is hard and may be anxiety-provoking, which has sometimes led to a deficit discourse in which learners are positioned as ill-prepared and fearful. Learners can then be blamed for being hard to teach when an inclusive pedagogical lens would support a more asset-based discourse. Nonetheless, the authors argue that without traditional deficit-based solutions of the remedial class, special needs label or special teacher within the methods learning environment, methods teachers have developed their own responses. These pedagogic responses, elicited from the authors' research using methods of expert interviews, focus groups and video-stimulated dialogue, address challenges associated with the learner, the learning material and the teacher's context. The paper differentiates between practical solution-focused strategies and more holistic approaches. The authors illustrate how methods teachers reach out to diverse learners and they conclude that data and standpoints are used in inclusive teaching to make connections and to support learning. ARTICLE HISTORY

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Section: Holistic Approachesmentioning

confidence: 60%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Hard to teach: inclusive pedagogy in social science research methods education

Nind

Lewthwaite

2017

International Journal of Inclusive Education

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“…However there are fewer discussions around undergraduate research where contexts and datasets span, or compare, the natural and social sciences (see, e.g., Jenkins [2009a, 2009b]; Taylor and Wilding [2009]; Russell, Hancock and McCullough [2007]; Kinkead [2003]; Hathaway, Nagda and Gregerman [2002]) and far fewer examples that focus solely on the social sciences (see, e.g., Kilburn, Nind and Wiles [2014]; Todd, Bannister and Clegg [2004]; Ishiyama [2002]). …”

Section: Literature Reviewmentioning

confidence: 99%

Researching undergraduate social science research

Rand

2016

Teaching in Higher Education

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The experience(s) of undergraduate research students in the social sciences is under-represented in the literature in comparison to the natural sciences or science, technology, engineering and maths (STEM). The strength of STEM undergraduate research learning environments is understood to be related to an apprenticeship-mode of learning supported by more experienced (post-graduate) peers, often through ongoing research projects. Studies of undergraduate research reveal that this is not typical in the social sciences, and students report facing specific challenges to the development of their identities as researchers that include fear, intellectual confusion and emotional unsettlement. This paper examines how a social science learning environment, designed as a research study itself, fostered beginning researchers communities of practice, realised a distinct mode of apprenticing based on peers' similarly peripheral community membership, and enabled students to reframe emotional unsettlement. It argues that, effectively mediated, talk can powerfully improve undergraduate social science research students' experiences.Keywords: undergraduate research, social science, researcher-identities, communities of practice, student involvement, emotion Introductory DiscussionThis study developed as a response to feedback from a group of third-year full-time undergraduate students in an English university who, on commencing their capstone dissertation module, reported frustration and disappointment with the summative assessment grades from an Introduction to Research Methods module in their second year of study. This paper illuminates how beginning researchers communities of practice can improve social science undergraduate pedagogy. It explores the role of emotion(s), the Post-print copy of article available at:http://www.tandfonline.com/doi/pdf/10. 1080/13562517.2016.1183621 Published online: 11 May 2016 significance of talk and a unique mode of apprenticing possible in undergraduate social science research. It argues that creating opportunities for 'student involvement' (Astin 1999) can support social science undergraduates to make connections into and from their researcher-identities.The students were studying a social science discipline: Education Studies.Research is an integral part of the programme, with modules drawing on, and examining, research in each of the three years. Similarly, positioning students as researchers is embedded within the programme -growing from tightly structured first year modules in which students gather and consider original data through interviews, Informal feedback about the second year Introduction to Research Methods module had indicated that students were frustrated with, what they perceived as, low grades in proportion to the effort they expended on the module assessment (a written report of a pilot research project). They had associated increased effort because they had worked on the assessment over an extended period of time (atypically for many, starting to write during the early we...

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“…Similarly, Earley (2014) found that the literature on research methods pedagogy offered little guidance beyond the insights of individual instructors, courses, or institutions, leaving methods teachers with just their peer networks, an unconnected research literature, and trial-anderror as the basis for developing their practice. Kilburn, Nind, and Wiles (2014) went on to conclude that pedagogical questions were being considered, and even discussed (particularly active, experiential and reflexive learning approaches), but that this did not amount to the 'exchange of ideas within a climate of systematic debate, investigation and evaluation' seen by Wagner, Garner, and Kawulich (2011, 75) to represent a healthy pedagogic culture.…”

mentioning

confidence: 99%

Methods that teach: developing pedagogic research methods, developing pedagogy

Nind

Lewthwaite

2018

International Journal of Research & Method in Education

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This paper addresses ways of researching the pedagogy involved in building research methods competencies in the social sciences. The lack of explicit and shared pedagogy in this area make it particularly important that research is conducted to stimulate pedagogic culture, dialogue and development. The authors discuss the range of methods used in one study with the aim of teasing out pedagogical content knowledge, making implicit pedagogic knowledge more explicit and thereby malleable. The research design and methods deliberately foster dialogue with, rather than cast a judgmental gaze upon, teachers and learners of research methods. Rejecting observational methods on this basis, and declining action research because of the level of participant pedagogic knowledge and commitment required, the authors examine a combination of expert panel, video stimulated dialogue and diary methods for building pedagogic knowledge and culture. These 'methods that teach' are argued to offer value for other researchers working in new and emerging teaching fields, where pedagogy is particularly 'hard to know' and pedagogic content knowledge and pedagogic culture are underexplored or underdeveloped. ARTICLE HISTORY

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Learning as Researchers and Teachers: The Development of a Pedagogical Culture for Social Science Research Methods?

Cited by 125 publications

References 33 publications

Hard to teach: inclusive pedagogy in social science research methods education

Hard to teach: inclusive pedagogy in social science research methods education

Researching undergraduate social science research

Methods that teach: developing pedagogic research methods, developing pedagogy

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