ABSTRACT

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. While dispersed across journals, there is a plethora of case studies and reflective accounts about teaching approach, strategy, tactics and tasks in research methods education. Most studies reviewed report on teaching qualitative methods and represent authors’ own teaching practices. Consistent with previous studies, experiential, active learning and student-centred approaches are predominantly discussed, often overlapping or combined with other approaches. This paper illustrates a growing pedagogic culture, represented by an increased volume of papers and theoretical discussion of practices, rationale and reflection on how research methods are taught and learnt. It is concluded that clear intention to engage in dialogue and contribute to evidence-based practice and knowledge in research methods education is evident, and that the ‘how to’ element is richly articulated and justified.

摘要

先前的研究强调了研究方法教育的教学文化不发达以及缺乏有可能影响实践的知识体系。本系统综述探讨了近期文献（2014-2020）中关于高等教育社会科学研究方法教学的教学方法和策略。它综合了 55 篇论文，详细阐述了博士/博士后教育所采用的方法和策略。虽然分散在各个期刊中，但有大量关于研究方法教育中的教学方法、策略、策略和任务的案例研究和反思性叙述。大多数研究回顾了教学定性方法的报告并代表了作者自己的教学实践。与以往的研究、经验一致，主要讨论主动学习和以学生为中心的方法，这些方法常常与其他方法重叠或结合。本文阐述了一种不断增长的教学文化，其表现形式是论文数量的增加以及对实践、原理的理论讨论，以及对如何教授和学习研究方法的反思。结论是，参与对话并为研究方法教育中基于证据的实践和知识做出贡献的明确意图是显而易见的，并且“如何做”要素得到了充分的阐述和论证。关于如何教授和学习研究方法的基本原理和反思。结论是，参与对话并为研究方法教育中基于证据的实践和知识做出贡献的明确意图是显而易见的，并且“如何做”要素得到了充分的阐述和论证。关于如何教授和学习研究方法的基本原理和反思。结论是，参与对话并为研究方法教育中基于证据的实践和知识做出贡献的明确意图是显而易见的，并且“如何做”要素得到了充分的阐述和论证。