Lessons for Teaching Social Science Research Methods in Higher Education: Synthesis of the Literature 2014-2020

Nind, Melanie; Katramadou, Angeliki

doi:10.1080/00071005.2022.2092066

Cited by 13 publications

(14 citation statements)

References 55 publications

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“…It is also worth noting that, up to now, this field has been little influenced by what I referred to earlier as the classical model of evidence-based practice: I know of no randomized controlled trials. Furthermore, most of the literature consists of accounts by research methods teachers of problems they have faced and strategies they have employed to deal with them (Earley, 2014;Nind & Katramadou, 2022). Even the third-party research that has taken place (that is, research carried out on others' practice) has often been more concerned with documenting teachers' experiences and views, or with developing these through dialogue, than with investigating or assessing the effectiveness of their practices (see for instance, Lewthwaite & Nind, 2016;.…”

Section: The Contribution Of Research To Research Methods Teachingmentioning

confidence: 99%

Special Issue: The Research Literacy of Teachers

Thue

2023

P&P

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In recent times, the relationship between research and teaching has often been framed in terms of experimental investigations demonstrating what are effective pedagogical techniques. However, this is only one of several influential models of that relationship. While research literacy plays a key role in all of them, these models vary according to the type of research knowledge and skill felt to be of value to teachers, and in how teaching and education are conceptualised. This can be illustrated by the diverse forms of educational action research, and by different interpretations of "reflective practice". To further explore the role of research literacy, I examine the case of research on teaching about research methods, addressing the following questions: What role does pedagogical research play in research methods teaching? What might this tell us about the relationship between research and teaching more generally? What does it say about the notion of research literacy?

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Section: The Contribution Of Research To Research Methods Teachingmentioning

confidence: 99%

Special Issue: The Research Literacy of Teachers

Thue

2023

P&P

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“…A significant body of work on the pedagogy of research methods instruction has emerged since Earley's 2014 review (Nind & Katramadou, 2023). Much of that literature reports an emphasis on active or experiential learning for this type of course.…”

Section: Teaching and Learning Research Methodsmentioning

confidence: 99%

Lessons from the field: Isn't it just common sense? Naïve realism as a barrier to learning

Dyer

2023

Family Relations

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ObjectiveThe goal was to determine whether or not there is an association between the belief that human development and family science (HDFS) is “just common sense” and academic performance in a rigorous research methods class in HDFS.BackgroundNaïve realism is a cognitive bias that creates a belief in common sense that is difficult to challenge. It is unknown whether student commitment to common sense impedes students' ability to learn.MethodStudents (N = 112) in an HDFS research methods class were followed for a semester. Potential barriers to learning were measured through a self‐report survey before the start of the semester. The outcome variable was objective performance in the course as measured by exam scores.ResultsExam scores were positively correlated with prior academic achievement and negatively correlated with student belief that the discipline is just common sense.ConclusionNaïve realism, expressed as the belief that HDFS is just common sense, predicts poor performance in a research methods class.ImplicationsHigher education faculty in HDFS must directly confront the problem that our discipline is perceived as just common sense. Naïve realism must be challenged directly in coursework if students are to learn about the science of HDFS.

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“…Study programs at the Faculty of Higher Education require study program students to complete the entire semester credit system including completing a final assignment or thesis (Boarin et al, 2020;Dyck et al, 2020). A final assignment Wahyudin Rahman / Obstacle Factors and Difficulty Factors for Students in Higher Education in Completing Final Assignments or thesis in higher education is a scientific work written by an undergraduate student that discusses a particular topic or field based on the results of a literature review written by experts, the results of field research, or the results of the development of previous research states that the definition of a final project or thesis is scientific work in a field of study created by undergraduate students at the end of their studies as a requirement for completing the study program (Miranda et al, 2021;Nind & Katramadou, 2023). The study must be based on scientific research, field research, library research, and development research.…”

Section: Introductionmentioning

confidence: 99%

“…Preparing a final assignment or thesis in a study program in higher education is one part of the entire teaching and learning process and is a graduation requirement for students (Dafouz, 2020;Miranda et al, 2021;Nind & Katramadou, 2023). However, in completing the final assignment or thesis, students often encounter obstacles or difficulties in completing it and are often late in completing it (Gabriely et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Obstacle Factors and Difficulty Factors for Students in Higher Education in Completing Final Assignments

Wahyudin Rahman,

Loso Judijanto,

Henny Sanulita

2024

JERE

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Procrastination often occurs in students in higher education. Facts in higher education in 2021-2022 from 27 students were found, and 22.22% of students had not taken part in a proposal seminar and had not completed a final assignment or thesis, 40.74% of students had attended a proposal seminar but had not completed a final assignment or thesis, and 37.03% of students had have attended a proposal seminar and have completed a final assignment or thesis. This problem is urgent to research because there is a gap between theory, expectations and reality on the ground. This research aims to analyze the factors that cause procrastination in students when completing their theses in higher education. The research method is mixed methods. The subjects were 50 students. Data collection techniques use questionnaires, interviews and direct observation of students. Analysis technique by collecting data, reducing and drawing conclusions. Data is depicted in diagrams, and the results of interviews and observations are interpreted. The results and research findings show that students working on their thesis have many difficulties caused by internal factors, namely self-control, self-efficacy, and lack of motivation. In the process of completing a final assignment or thesis, students are required to learn to motivate themselves, control themselves, and develop high self-efficacy so that students can focus more on completing their thesis.

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Lessons for Teaching Social Science Research Methods in Higher Education: Synthesis of the Literature 2014-2020

Cited by 13 publications

References 55 publications

Special Issue: The Research Literacy of Teachers

Special Issue: The Research Literacy of Teachers

Lessons from the field: Isn't it just common sense? Naïve realism as a barrier to learning

Obstacle Factors and Difficulty Factors for Students in Higher Education in Completing Final Assignments

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