NCRM Bitesize Lessons for Teaching Social Science Research Methods 3: Learning from Learners

This document is the third guide in the series NCRM Bitesize Lessons for Teaching Social Science Research Methods. It focuses on learning from learners.

It is clear from the scholarly work on teaching research methods that teachers/trainers often favour student-centred learning approaches. Student-centredness involves working with and valuing learners’ own experiences, knowledge, and expertise, thereby making the learning personally relevant and learners more motivated. In this way they learn better, make cognitive connections, and develop as learners and people. This reflects a concept of students as knowledge-producers who need to be engaged in creating their own knowledge through inquiry and dialogue. For this, learners need to work both independently and collaboratively.

Methods teachers may choose student-centred learning as an efficient way of working. Bell, for example, argues that ownership of learning and research projects makes learners better able to defend and justify methods. Student-centredness in methods learning may take the form of student-led inquiry, working with data in their own fields, shared learning logs, and exercises to personalise new knowledge.