In-depth reads and NCRM research publications
This page provides links to NCRM research publications on teaching and learning research methods. The papers come out of research conducted as part of NCRM’s pedagogical strand of work.
Lessons for Teaching Social Science Research Methods in Higher Education: Synthesis of Literature 2014-2020
The underdevelopment of a pedagogical culture for research methods education and the lack of a body of knowledge with the potential to influence practice have been highlighted by previous studies. This systematic review explores the pedagogic approaches and strategies evident in recent literature (2014–2020) on teaching social science research methods in higher education. It synthesises 55 papers offering a detailed rationale for the approach and strategies employed in doctoral/post-doctoral education.
Lessons for Teaching Social Science Research Methods in Higher Education: Synthesis of Literature 2014-2020. Nind, Melanie and Katramadou, Angeliki (2022). LESSONS FOR TEACHING SOCIAL SCIENCE RESEARCH METHODS IN HIGHER EDUCATION: SYNTHESIS OF THE LITERATURE 2014-2020. British Journal of Educational Studies.
A new application for the concept of pedagogical content knowledge: Teaching advanced social science research methods
This paper takes the concept of pedagogical content knowledge (PCK), which is well known in teacher education, and applies it in research methods education where it has not been previously used. It asks how experienced social science research methods teachers, who know their subject (method) well, teach advanced social research methods to others.
A new application for the concept of pedagogical content knowledge: Teaching advanced social science research methods Nind, Melanie (2019) A new application for the concept of pedagogical content knowledge: Teaching advanced social science research methods, Oxford Review of Education
A conceptual-empirical typology of social science research methods pedagogy
The challenge of research methods teaching is gaining attention among policy-makers keen to build social science research capacity and, critically, among educationalists keen to enhance the pedagogy. This paper addresses pedagogy, presenting a new conceptual-empirical typology of pedagogy for social science research methods teaching.
A conceptual-empirical typology of social science research methods pedagogy Nind, Melanie and Lewthwaite, Sarah (2019) A conceptual-empirical typology of social science research methods pedagogy, Research Papers in Education ISSN 1470-1146
Student perspectives on learning research methods in the social sciences
This paper addresses the perspectives of students of social science research methods from a UK study of their holistic experience of learning during two years of their postgraduate research training/ early careers as researchers. Unusually the ten participants span diverse institutions and disciplines and three became co-authors. The study used a diary circle combining online diary method with face-to-face focus groups to generate dialogue.
Student perspectives on learning research methods in the social sciences Nind, Melanie and Holmes, Michelle and Insenga, Michela and Lewthwaite, Sarah and Sutton, Cordelia (2019) Student perspectives on learning research methods in the social sciences, Teaching in Higher Education ISSN 1470-1294
Methods that teach: developing pedagogic research methods, developing pedagogy
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.
Methods that teach: developing pedagogic research methods, developing pedagogy Nind, Melanie and Lewthwaite, Sarah (2018) Methods that teach: developing pedagogic research methods, developing pedagogy, International Journal of Research & Method in Education, 41 (4), 398-410
Hard to teach: inclusive pedagogy in social science research methods education
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.
Hard to teach: inclusive pedagogy in social science research methods education Nind, Melanie and Lewthwaite, Sarah (2018) Hard to teach: inclusive pedagogy in social science research methods education, International Journal of Inclusive Education, 22 (1). pp. 74-88. ISSN 1360-3116
Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice
Capacity building in social science research methods is positioned by research councils as crucial to global competitiveness. The pedagogies involved, however, remain under-researched and the pedagogical culture under-developed. This paper builds upon recent thematic reviews of the literature to report new research that shifts the focus from individual experiences of research methods teaching to empirical evidence from a study crossing research methods, disciplines and nations. A dialogic, expert panel method was used, engaging international experts to examine teaching and learning practices in advanced social research methods.
Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice Lewthwaite, Sarah and Nind, Melanie (2016) Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice, British Journal of Educational Studies, 64(4) pp. 413-430. ISSN 0007-1005
The teaching and learning of social research methods: developments in pedagogical knowledge
Social research methods have been taught in a systematic and widespread way within Western academia for much of the past century. With increasing demands facing the social research community – whether from funders, universities, or the public – building and sustaining the methodological capacity to navigate challenging and unfamiliar empirical terrain is becoming ever more important. Yet despite this, to date the teaching and learning of research methods has occupied a comparatively marginal position within broader methodological discussions in the social sciences. In this special issue on developments of pedagogical knowledge in social research methods, established researchers from a range of social science disciplines, international contexts, and methodological orientations engage with questions of how research methods are taught and learnt.
The teaching and learning of social research methods: developments in pedagogical knowledge Nind, Melanie and Kilburn, Daniel and Luff, Rebekah (2015) The teaching and learning of social research methods: developments in pedagogical knowledge, International Journal of Social Research Methodology, 18 (5) pp. ISSN 1464-5300 (electronic) 1364-5579 (paper)
Using video and dialogue to generate pedagogic knowledge: Teachers, learners and researchers reflecting together on the pedagogy of social research methods
Developments in pedagogical knowledge in the teaching of social research methods have largely been generated through teachers reflecting on their practice. This paper presents an alternative approach to generating data through reflective dialogue between researchers, teachers and learners. The approach incorporates elements of video stimulated recall and reflective dialogue within focus group interviewing. The rationale and affordances are discussed in relation to the goals of discussing teachers’ pedagogical decision-making and learners’ experience of, and response to, various pedagogical practices.
Using video and dialogue to generate pedagogic knowledge: Teachers, learners and researchers reflecting together on the pedagogy of social research methods Nind, Melanie, Kilburn, Daniel and Wiles, Rose (2015) International Journal of Social Research Methodology, 18 (5). ISSN 1464-5300 (electronic) 1364-5579 (paper)
Learning as researchers and teachers: The development of a pedagogical culture for social science research methods
In light of calls to improve the capacity for social science research within UK higher education, this article explores the possibilities for an emerging pedagogy for research methods. A lack of pedagogical culture in this field has been identified by previous studies. In response, we examine pedagogical literature surrounding approaches for teaching and learning research methods that are evident in recent peer-reviewed literature.
Learning as researchers and teachers: The development of a pedagogical culture for social science research methods Kilburn, Daniel, Nind, Melanie and Wiles, Rose (2014) British Journal of Educational Studies, 62 (2). pp. 191-207. ISSN 0007-1005