Teaching and Learning Research Methodologies in Education: A Systematic Literature Review

Abstract

This study aims to contribute to understanding of the state of the art regarding the pedagogical cultures associated with teaching and learning research methods in advanced studies education through the identification of trends and pitfalls. The rationale behind this objective is the recognition that most of the research in education comes from academic programmes, in particular master’s and doctoral programmes, which generally include research methods as components. A systematic literature review was adopted as the research methodology, following the PRISMA model. Three stages of article selection were implemented, resulting in the selection of 68 studies out of an initial set of 3631 articles found in the main journal databases. Three specific dimensions were addressed: (i) methodological knowledge, (ii) research competencies, and (iii) pedagogical practices in teaching research methods in education programmes. The results illustrate the complexity of the subject. Learners are constantly reported to hold negative attitudes towards research methods courses, apparently due to instructors’ pedagogical difficulties, which translate into restricted understandings of methodological knowledge. Several misunderstandings between learners and teachers are identified which call for action towards the construction of a research-based scientific culture that will lead to inclusive pedagogical practices in which teachers and learners act as researchers.

Teaching Research Methods Courses in Education: Towards a Research-Based Culture

“…The ReMASE project is organized into three phases: (i) Phase I, which is concerned with mapping the field (theoretical and empirical)-meaning conducting literature reviews and consulting a database with all courses in Portugal; (ii) Phase II, which is the time for data collection and analysis (survey questionnaire followed by focus-group interviews) carried out by teachers responsible or involved in teaching research methodologies in education; and (iii) Phase III, which takes the results of the theoretical mapping and the empirical results to produce a framework-constituted by principles and corresponding guidelines-for the design of research methods courses (Matos et al 2023).…”

“…Within the ReMASE project, the general research problem was addressed through the (i) a content analysis of the Research Methods in Education (RME) syllabus courses' description (objectives, learning objectives, content programs, teaching methods, learning activities, assessment and mandatory bibliography) that structure the RME syllabus courses, with (ii) the empirical data coming from a survey questionnaire given to teachers responsible in those courses, and (iii) a set of focus group interviews with some participants from the previous phase of data collection (Matos et al 2023).…”

“…The video recordings of the focus group interviews were uploaded to and organized in the NVivo software to create the conditions for (a) a systematic and recurrent analysis to be carried out by a group of researchers, and (b) an organized review of the analysis from other members of the project's research team. In the first step, a priori categories were used following the concepts derived from the theoretical mapping of the field (Matos et al 2023).…”

“…Given greater information, less quality control, a more informed public, and a greater diversity of policy makers, the role of research for evidence-informed policy in education becomes newly important. In Portugal, research in education is mainly carried out by academics in higher education institutions (HEI) where research methods courses are included in the study plans in a variety of master's and doctoral programs (Matos et al 2023).…”

“…It is non-controversial that solid preparation in research methods provides important knowledge and skills to undertake better research and thus significantly contribute to the educational community. Quality teaching in research methods requires developing a clear understanding of the complex relationships between the explicit syllabus guidelines of the courses, the previous competences of students, and the pedagogical options (Matos et al 2023). It is a great challenge to teach research methods in education as the target population of students usually come with different forms of prior knowledge and is made up of diverse backgrounds, interests and expectations.…”