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Unstuffing the Research Methods Curriculum

Unstuffing the Research Methods Curriculum. Dr Caroline Barnes and Dr Celia Jenkins. From stuffed to unstuffed. Stuffed. Unstuffed. 15 credits – year-long Workshops fortnightly Increased engagement by both staff and students but…. Brings epistemology alive through practice of research

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Unstuffing the Research Methods Curriculum

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  1. Unstuffing the Research Methods Curriculum Dr Caroline Barnes and Dr Celia Jenkins

  2. From stuffed to unstuffed Stuffed Unstuffed 15 credits – year-long Workshops fortnightly Increased engagement by both staff and students but…. Brings epistemology alive through practice of research ‘it becomes real’ Active learning experience but disconcerting for students re the uncertainty of knowledge. • 15 credits- 1 semester • Lectures and seminars • Lectures stultifying for both staff and students. • Poor attendance. • Students could not relate the theory of lectures to practice in seminars • Understood neither well. • Passive learning experience

  3. Imagining the Toilet Cleaner to... EXAMPLES OF QUALITATIVE WORKSHOP ACTIVITIES: • 1st SESSION: How would you research the experiences of a woman toilet cleaner? OUTCOMES -poster presentations and dialogic learning. • 3rd SESSION: Use Burgess interview with a pupil on school discipline and commentary. OUTCOMES- understanding first phase of analysis. • 4th SESSION: Code Burgess interview. OUTCOMES: Practice qualitative data analysis – coding, core and axial codes etc. • ASSESSMENT – design, conduct and analyse a qualitative interview and write it up as a REPORT. • THRESHOLD CONCEPTS: • Epistemological and ontological knowledge learnt through research practice • dialogic nature of research through beginning with and returning to the literature and re-working the analysis.

  4. Challenging Sexual ViolenceData EXAMPLES OF QUANTITATIVE WORKSHOP ACTIVITIES: • 1st SESSION: Exploring ESDS Social capital data set and manipulating variables. OUTCOMES: conducted mini-survey, data entry on SPSS. • 2nd SESSION: Operationalisation of ‘social capital’, formulating linked hypotheses. OUTCOMES: using SPSS to generate cross tabs. • 3rd SESSION: Choosing a government survey for data analysis. OUTCOMES: Group work using ESDS for their own research. • ASSESSMENT: to analysea social issue from a government survey . OUTCOMES: a group reportinterpreting quantitative data. • THRESHOLD CONCEPTS: • questioning positivist certainties through students’ investigation of data – inadequacy of class/ disability, oddities of categories, declared sexual assault rates, questioning conventional wisdom, generating problematic data,

  5. Fixing and Fudging • Reflections on Methodology and module – forced engagement, too difficult, especially quants, hate group work assessments.. What’s the answer? • Liminal space – discomforting knowledge beyond common-sense to recognise relativity of truth and temporariness of intellectual categories. • Issues: • Committing to the practice - based pedagogic delivery within time and cost constraints • Over- formalising the theory of epistemological and ontological knowledge • Fudging formal structures at our own expense but…

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