Journal articles: 'Social sciences teaching methods'

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Thomas, Gary. "Teaching research methods in the social sciences." Journal of Education for Teaching 37, no. 3 (July 15, 2011): 366–68. http://dx.doi.org/10.1080/02607476.2011.588029.

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Bergdahl, Jacqueline. "Book Review: Teaching Research Methods in the Social Sciences." Teaching Sociology 38, no. 4 (October 2010): 393–94. http://dx.doi.org/10.1177/0092055x10380692.

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Peshkopia, Ridvan, Mergim Cahani, and D. Stephen Voss. "SKUTHI: Developing a tablet-based survey technology and its application in teaching research methods in social sciences." Applied Technologies and Innovations 10, no. 3 (August 14, 2014): 91–100. http://dx.doi.org/10.15208/ati.2014.15.

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Gunn, Andrew. "Critical debates in teaching research methods in the social sciences." Teaching Public Administration 35, no. 3 (May 25, 2017): 241–59. http://dx.doi.org/10.1177/0144739417708837.

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Morris, Teresa. "Teaching Social Workers Research Methods." Journal of Teaching in Social Work 6, no. 1 (September 25, 1992): 41–62. http://dx.doi.org/10.1300/j067v06n01_04.

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Morgan, Craig, Jenny Carter, and Jo Roebuck. "Teaching social work methods: a student perspective." Social Work Education 17, no. 2 (June 1998): 143–51. http://dx.doi.org/10.1080/02615479811220151.

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Louie, Alan K., Sylvia Bereknyei Merrell, Eugene V. Beresin, Richard Balon, John H. Coverdale, and Laura Weiss Roberts. "Behavioral and Social Sciences for Personalized Medicine: Teaching with Novel Methods." Academic Psychiatry 39, no. 6 (September 30, 2015): 609–12. http://dx.doi.org/10.1007/s40596-015-0435-5.

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Sharma, Manju. "ROLE OF INOVATIVE METHODS IN TEACHING SOCIAL SCIENCE." SDES-International Journal of Interdisciplinary Research 1, no. 1 (August 31, 2020): 19. http://dx.doi.org/10.47997/sdes-ijir/1.1.2020.19-23.

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Zenda, Rekai. "Essential teaching methods to enhance learner academic achievement in physical sciences in rural secondary schools." Information and Learning Science 118, no. 3/4 (March 13, 2017): 170–84. http://dx.doi.org/10.1108/ils-03-2017-0014.

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Purpose The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. Teaching and learning are evolving and developing in many countries, with a focus concerning what is actually learned through effective teaching methods. Design/methodology/approach A qualitative research was carried out, identifying effective teaching methods and exploring their roles in teaching and learning in physical sciences in selected rural secondary schools. Face-to-face interviews with physical sciences teachers, school principals and curriculum advisers were used to collect data. Findings A range of teaching methods that may be integrated into teaching and learning activities is identified. The teaching methods ensure that topics are discussed and explored through interaction and sharing of perspective, views and values through which new learning can emerge. Viewed from this perspective, there is a need to create a stimulating, enriching, challenging and focused environment for physical sciences learners through the use of multiple teaching methodologies. Research limitations/implications The improvement of science learner’s academic achievement requires also the teachers to develop new skills and ways of teaching the subject. Improving learner academic achievement in physical sciences requires an approach to improve the skills of teachers as well, which focuses on the effective use of teaching methods such as experiments. This means attempting to change the attitude of teachers to regard the processes of teaching and learning as central to their role. In addition, the achievement of learners in science could possibly solve the problem of shortages of engineers, skilled artisans, technicians, doctors and technologists for sustainable development. It is important to create conducive conditions for learning and teaching in physical sciences, and continue to progressively and within available resources, realise that collaboration, problem-solving and hands-on activities are effective teaching methods to improve learner academic achievement. Practical implications The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. The study is limited to the teaching methods used in physical sciences. Hands-on activities are essential in science teaching and learning. Social implications The use of collaborations, peer teachings and hands-on activities allows learners emphasise the creation of a classroom where students are engaged in essentially open-ended, student-centred and hands-on experiments. Originality/value The paper is original work, in which face-to-face interviews were carried out. Qualitative research was carried out. The paper could assist educators in the teaching of physical sciences in secondary schools using the identified methods. The results were obtained from physical sciences educators, school principals and curriculum advisors in South Africa. Poor academic achievement in rural areas is a concern, and therefore, the paper provides effective methods which can be used by educators in the teaching of physical sciences in rural areas.

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Rahimova, G. D. "FEATURES OF THE USE OF COMPARATIVE METHODS IN TEACHING THE DISCIPLINE «COMPARATIVE SOCIOLOGY»." BULLETIN Series of Sociological and Political sciences 74, no. 2 (June 30, 2021): 162–67. http://dx.doi.org/10.51889/2021-2.1728-8940.24.

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The article examines the features of the discipline of comparative sociology. In the process of mastering the discipline, first of all, the author expresses the opinion that the discipline is taught with a deep understanding of its features. In many fields of science, especially in the natural, social and human sciences, special attention is paid to the specifics of the comparative method, which is first used in research. In particular, the author will try to reveal the features of the application of J.S. Mill’s method of gauche induction in sociology. The author emphasizes that before embarking on a research, a research scientist must first analyze what and how to analyze a given problem. The author points out that comparative research in the social sciences is much more difficult. A researcher of social problems must pay attention to the volatility of society, which means that the object of research also changes. Mill’s research methods are consistent with experiments in experimental sciences. It’s application in sociological sciences leads to some difficulties in work. Because society is always changing, and with it the way of life. The fact social change is also reflected in social progress is likely to mean the instability of the research subject.

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Williams, Unislawa, Robert Brown, Marilyn Davis, Tinaz Pavri, and Fatemeh Shafiei. "Teaching Data Science in Political Science: Integrating Methods with Substantive Curriculum." PS: Political Science & Politics 54, no. 2 (January 29, 2021): 336–39. http://dx.doi.org/10.1017/s1049096520001687.

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ABSTRACTThe importance of data science in society today is undeniable, and now is the time to prepare data science talent (National Academies of Sciences, Engineering, and Medicine 2018). Data science demands collaboration, but collaboration within political science departments has been weak in teaching data science. Bridging substantive and methods courses can critically aid in teaching data science because it facilitates this collaboration. Our innovation is to integrate data science into both substantive and methods courses through a dedicated data science course and modules on data science topics taught in substantive courses. This approach allows not only for more opportunities for teaching and practice of data science methods but also helps students to understand how social, economic, and political biases and incentives can affect their data.

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Forrest, Simon. "Teaching social science research methods to undergraduate medical students." Teaching Public Administration 35, no. 3 (July 20, 2017): 280–300. http://dx.doi.org/10.1177/0144739417715894.

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Pham Ngoc Tram, Ngo Minh Sang, Nguyen Van Hiep,. "The Innovation Process of Teaching Methods Specialized in Universities of Social Studies in Vietnam – Current Situation and Solution." Psychology and Education Journal 58, no. 2 (February 10, 2021): 868–75. http://dx.doi.org/10.17762/pae.v58i2.1961.

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Innovating university teaching methods in social sciences and humanities is an issue that is always concerned and posed under many different angles at each time and society's requirements. With the historical approach, the system-structure approach, the article analyzes and assesses the current status of teaching methods in social sciences and humanities at university level in Vietnam. On that basis, the article suggests a few solutions to innovate teaching methods such as: renewing faculty thinking in an open direction and approaching advanced teaching methods, improving traditional teaching methods, combine a variety of teaching methods, apply problem-solving teaching, increase the rational use of teaching facilities and information technology to support teaching in the social sciences and humanities university literature in Vietnam.

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Gerten, Annette. "Teaching Note—Teaching Research Methods: Expanding Practice Evaluation Designs for Social Work Practice." Journal of Social Work Education 51, no. 1 (January 2, 2015): 169–76. http://dx.doi.org/10.1080/10437797.2015.979092.

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Kind–Voytyuk, Natalia. "Features of teaching methods of history and social sciences disciplines in educational institutions." Litopys Volyni, no. 21 (2019): 138–43. http://dx.doi.org/10.32782/2305-9389/2020.21.21.

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Lewthwaite, Sarah, and Melanie Nind. "Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice." British Journal of Educational Studies 64, no. 4 (June 28, 2016): 413–30. http://dx.doi.org/10.1080/00071005.2016.1197882.

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Ahrens, Andreas, and Jelena Zascerinska. "SOCIAL SCIENCES’ TRANSFORMATION IN LIGHT OF COVID-19." Education Reform: Education Content Research and Implementation Problems 1 (September 21, 2021): 7–18. http://dx.doi.org/10.17770/er2021.1.6495.

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Transformations in social sciences accelerated by the COVID-19 pandemic remain under-explored. The aim of the article is to analyse scientific literature on social sciences’ transformation in light of COVID-19 underpinning the elaboration of implications for teaching a Research Methodology course to the higher education students. The present research work made use of theoretical and empirical methods. The exploratory study was of qualitative nature. The study carried out in April 2021 was based on the analysis of scientific publications selected from the Web of Science and google search by indicating the key words “COVID-19” and “Social sciences’ transformation”. The conclusion is drawn that social sciences’ transformation to the remote conduct is “a new normal” in the conditions of uncertainty. Virtual fieldwork is proposed to be a new qualitative method in social sciences’ research as some populations live mostly in digital environments. Another conclusion is that there is a need for a balance, when composing the empirical study’s sample, between respondents in the digitally divided populations, namely inclusions of both groups’ - digital and non-digital - respondents. Implications for teaching a Research Methodology course to the higher education students are presented. Research limitations are identified. Directions of further research are proposed.

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Farias, Christine, and Fabian Balardini. "Teaching social economics." International Journal of Social Economics 46, no. 8 (August 12, 2019): 960–76. http://dx.doi.org/10.1108/ijse-05-2018-0253.

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Purpose Teaching complex economic theories can be made relevant through everyday life experiences and current economic, social, and environmental crises can be used as vehicles for student learning. The purpose of this paper is to help students understand that the economy should be seen as a social system that evolves over time driven by conflictive and contradictory forces and enable them to develop the critical thinking skills needed to make better choices for a more equitable and sustainable future. Design/methodology/approach The paper reviews the historical role played by neoliberalism on education in general and on the teaching of economics in particular. A historical/critical/action-learning approach discusses five pedagogical teaching methods that have been implemented in undergraduate economics courses and demonstrates how teaching social economics can be made possible by bringing the real world into the classroom and taking the classroom into the real world. Findings There is an urgent need to rethink the teaching of economics and the economics curriculum from one that stresses self-interest, profit maximization and cost minimization, to one that stresses cooperation, collaboration, fairness, and ethical values rather than economic value, as ways of satisfying society’s needs and addressing systemic issues of inequality, power and greed. Bringing teachers and students together in collaborative learning environments, thereby learning from the mistakes of the past and minimizing the impacts of the present so that future generations can also participate, is the much-needed change in how social economics can be taught post-financial crisis. Originality/value This paper is a response to the special issue on the theme teaching social economics during the global financial crisis. The authors have provided insights into their teaching pedgagogy in the context of this topic.

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WEBB, LYNNE M., KANDI L. WALKER, and TAMARA S. BOLLIS. "Feminist pedagogy in the teaching of research methods." International Journal of Social Research Methodology 7, no. 5 (September 2004): 415–28. http://dx.doi.org/10.1080/1364557032000119599.

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Audigier, François. "Pupils' Perceptions and Teaching Methods of History, Geography, and the Economic and Social Sciences." Western European Education 22, no. 4 (December 1990): 52–67. http://dx.doi.org/10.2753/eue1056-4934220452.

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Brookfield, Charlotte. "Teaching quantitative research methods: the employability factor." International Journal of Pedagogy, Innovation and New Technologies 3, no. 2 (December 29, 2016): 10–19. http://dx.doi.org/10.5604/01.3001.0009.5079.

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Various initiatives have been launched to encourage sociology students studying in the UK to engage more with quantitative research methods (for example: Dale et al., 2008; Adney and Carey, 2009; Falkingham et al., 2009), however, their success has been limited. Embedding quantitative methods in substantive sociology curricula has been suggested as one way to reduce students’ anxieties about learning quantitative research methods (Williams et al., 2015). This approach has been employed at Cardiff University’s School of Social Sciences, where quantitative skills have been strategically incorporated into various aspects of a first year undergraduate substantive module. This paper will reflect on the experience of teaching on this module. The paper will conclude that while the introduction of quantitative content into substantive modules indicates support for change, embedding alone cannot be viewed as a single solution to encouraging to students’ to learn about or utilise quantitative research methods. Two possible reasons for this will be suggested. Firstly, it will be argued that the majority of students no longer pursue sociology at degree level in order to gain the skills to become a competent social researcher, but rather see sociology as a discipline that will equip them with transferable and desirable skills for many occupations. Consequently, engagement with quantitative research methods is not essential to students’ strategic approach to learning as it was for previous generations who wished to understand how to study their social world. Secondly, it will be suggested that the deficit of quantitative methods in mainstream British sociology journals and the methodological preferences of practicing sociologists leads to speculation over the available staff who are capable of delivering an integrated curriculum with quantitative methods embedded in substantive modules.

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Cekić-Jovanović, Olivera, and Snežana Marković. "Possibilities of university teaching enhancement: Integration of methods and approaches in teaching literature with science and social studies." Inovacije u nastavi 34, no. 2 (2021): 80–94. http://dx.doi.org/10.5937/inovacije2101080c.

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Starting from the established standards and requirements for ensuring the quality of university teaching, via improving and modernizing the teaching process by applying innovative teaching methods, conditions are met for raising the quality of working with students. Integration of the teaching content and application of an integrative approach represent a way of enhancing the quality of the teaching process. The theoretical part of this paper presents the advantages and examples of the integration of the Literature Teaching Methodology and Science and Social Studies Teaching Methodology curriculum content. In order to practically implement the theoretical context for the development of this idea, we examined the views of students at the Faculty of Education, i.e. future teachers (N=150), regarding the integration of teaching approaches to teaching Literature and Science and Social Studies as opportunities for enhancing the quality of university education. Descriptive and scaling methods were used in the empirical part of the research. The results of the research have confirmed that students recognize the benefits of integrative teaching and its importance for their future professional engagement; they expect to cooperate with teachers and students in the preparation and realization of integrative classes; and they define the integration of methodological content as the premise of quality for the acquired knowledge at the faculty, and see it as one of the preconditions for a better understanding of the subject matter they adopt in the teaching process. The latter statement underscores the conclusion that the application of integrative teaching represents a good starting point for ensuring the quality of higher education following the European standards.

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Mercklé, Pierre, and Claire Zalc. "Teaching “Quanti” – Lessons from French Experiences in Sociology and History." Bulletin of Sociological Methodology/Bulletin de Méthodologie Sociologique 136, no. 1 (October 2017): 40–52. http://dx.doi.org/10.1177/0759106317725648.

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The paper’s main objective is to reflect, from both a sociological and a historiographical perspective, on how to use and how to teach quantitative methods in the social sciences. French and American social scientists, whether apprentices or confirmed, often encounter during their work a crucial need to use quantitative methods. But which methods do each favor? And how to teach these methods? In strongly varying national and disciplinary contexts, what are the directions taken by the revival of interest for quantitative methods? Comparing current pedagogical practices may be a heuristic way to raise crucial questions about historiographical uses of quantitative methods, and give way to a cautious advocacy of reflective uses of quantitative methods in the social sciences.

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Tashakkori, Abbas, and Charles Teddlie. "Issues and dilemmas in teaching research methods courses in social and behavioural sciences: US perspective." International Journal of Social Research Methodology 6, no. 1 (January 2003): 61–77. http://dx.doi.org/10.1080/13645570305055.

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White, William L. "Teaching Addiction/Treatment/Recovery History: Relevance, Methods and Resources." Journal of Teaching in the Addictions 2, no. 2 (January 5, 2003): 33–43. http://dx.doi.org/10.1300/j188v02n02_03.

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Rocha, Cynthia J. "Evaluating Experiential Teaching Methods in a Policy Practice Course." Journal of Social Work Education 36, no. 1 (January 2000): 53–63. http://dx.doi.org/10.1080/10437797.2000.10778989.

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Hoidn, Sabine, and Sibylle Olbert-Bock. "Learning and teaching research methods in management education." International Journal of Educational Management 30, no. 1 (January 11, 2016): 43–62. http://dx.doi.org/10.1108/ijem-08-2014-0117.

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Purpose – In the context of the creation of a two-year Master of Science in Business Administration programme to offer a scientifically sound and practice-related management education in Switzerland, a curriculum for learning and teaching research methods had to be designed. Major pedagogic challenges were identified and addressed by curricular responses in terms of pluralism in knowledge production forms, a holistic approach to competence development and a learner-centred course design. The resulting design of the part of the curriculum on research methods is presented. The paper aims to discuss these issues. Design/methodology/approach – To assess the outcomes and its response to the given challenges, the feedback from existing regular evaluations was used and additional surveys were conducted. Students’ perceptions and those of their teachers were combined to form a balanced view. Findings – The results indicate that the new curriculum is an appropriate approach- it led to gains in research methods knowledge and skills and improvements in research-related social and reflexive competencies. The assessment of the outcomes of learning research methods in management education reveals an interesting research gap. Originality/value – This paper assesses a newly developed research curriculum for management students implemented in a new master’s programme in Business Administration at a mid-size university of applied sciences in Switzerland. Three pedagogical challenges in teaching research methods were addressed to target the theory-practice gap in management education. The authors opted for a research methods curriculum that links management research and practice by encouraging pluralism in knowledge-production forms, a more holistic view of competence development in management education and a learning-centred course design.

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Nind, Melanie, Daniel Kilburn, and Rebekah Luff. "The teaching and learning of social research methods: developments in pedagogical knowledge." International Journal of Social Research Methodology 18, no. 5 (July 17, 2015): 455–61. http://dx.doi.org/10.1080/13645579.2015.1062631.

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Chong, King-Man Eric, Jun Hu, Chi-Keung Eric Cheng, Ian Davies, Hei-Hang Hayes Tang, Yan-Wing Leung, and Chung-Fun Steven Hung. "Conceptualizing national education and methods of teaching national education in Hong Kong." Citizenship Teaching & Learning 16, no. 1 (March 1, 2021): 69–94. http://dx.doi.org/10.1386/ctl_00047_1.

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This article aims to generate a better understanding of Hong Kong teachers’ perception of national education as implemented in the Hong Kong Special Administrative Region (hereafter referred to as Hong Kong SAR) and the interrelationship between their perception and the methods they adopt to teach the topic. We outline the Hong Kong context relevant to our research and review the relevant literature to consider typologies and teaching methods about and for national education. Questionnaire data focused on the seven typologies of nationalism and the three teaching methods of national education identified in the literature review. A total of 601 questionnaires were returned from 198 schools. The typologies of cultural nationalism, civic and peripheral nationalism, authoritarian nationalism, unification nationalism and cosmopolitan nationalism, and the teaching methods of group discussion and an affective approach characterize the views of Hong Kong secondary school teachers about national education. We suggest that teachers’ diverse views about nationalism and their varied use of teaching methods to achieve their goals suggest the powerful influence of current initiatives from the Chinese mainland and the need to reflect on established academic literature that proposes the decolonization of the curriculum and interactive and critical teaching methods.

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Węgrzyn-Odzioba, Liliana. "Innovative Teaching Methods in Work with Social Science Students – Selected Mobile Applications." Kognitywistyka i Media w Edukacji 28, no. 2 (December 31, 2018): 134–49. http://dx.doi.org/10.15804/kimwe2018211.

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Farrokh, Parisa. "Social-Personalized versus Computer-Personalized Methods to Teaching English Learners' Reading Comprehension Ability." Multidisciplinary Journal of Educational Research 7, no. 3 (October 14, 2017): 287. http://dx.doi.org/10.17583/remie.2017.2775.

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The present study was out to compare new approaches computer assisted language learning, personalized learning program versus traditional approach to teaching second language reading comprehension ability among Iranian English learners. The participants in this study were 90 students who studied at a university of Applied Sciences and Technology in Rasht, Iran. All the participants were randomly assigned into three groups, one control group and two experimental groups. The control group went through a traditional method of teaching reading skill in the classroom. The first experimental group received a personalized learning instruction. The second experimental group went through a personalized learning program supported by a computer assisted language learning system (CALL). At the end of the treatment, a posttest was administrated to three groups to find out the effects of the new instruction. The results of this study revealed that the second experimental group who received treatment through CALL- based personalized learning approach.

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Chang, Valerie N. "Teaching Research Methods in the Social Sciences, by Garner, M., Wagner, C., & Kawulich, B. (Eds.)." Journal of Community Practice 19, no. 3 (July 2011): 332–34. http://dx.doi.org/10.1080/10705422.2011.595366.

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Berger, Roni. "A Comparative Analysis of Different Methods of Teaching Group Work." Social Work With Groups 19, no. 1 (July 26, 1996): 79–89. http://dx.doi.org/10.1300/j009v19n01_07.

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Garner, Roberta, and Blackhawk Hancock. "Reintegrating Theories, Methods, and Historical Analysis in Teaching Sociology." American Sociologist 49, no. 3 (May 3, 2018): 369–91. http://dx.doi.org/10.1007/s12108-018-9375-3.

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Quinn, Peggy, Michael Jacobsen, and Louis LaBarber. "Utilization of Group Projects in Teaching Social Work Research Methods." Journal of Teaching in Social Work 6, no. 1 (September 25, 1992): 63–76. http://dx.doi.org/10.1300/j067v06n01_05.

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Pharris, Angela B., and Anthony P. Natale. "U.S. political culture in the policy classroom: social work teaching methods and activity." Social Work Education 39, no. 7 (November 14, 2019): 866–78. http://dx.doi.org/10.1080/02615479.2019.1691986.

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Zoska, Yana, Alona Stadnyk, and Kateryna Evseeva. "METHODS OF TEACHING SOCIOLOGICAL DISCIPLINES FOR STUDENTS OF THE SPECIALTY «231-SOCIAL WORK»." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 157–61. http://dx.doi.org/10.24144/2524-0609.2021.48.157-161.

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During the period of reforming of higher education in Ukraine, issues related to the methodology and technology of teaching sociological disciplines in higher education for non-core specialties become relevant. Sociology as a science is especially relevant in Ukraine, as it preconditions the creation of scientific foundations of a conscious civil society, which enriches the population with freedom of thought and harmonious development. In order for an individual to use the obtained freedom responsibly and effectively, it is necessary to understand the fundamental principles of the functioning of various institutions of the state, its social phenomena and processes. That is why there is a need to analyze and improve the existing methods of teaching sociological disciplines. The aim of the study is to research methods of teaching sociological disciplines for students majoring in «231 − Social Work». The following methods and approaches were used in the course of research: system analysis − to find out the characteristics of modern methods of teaching sociological disciplines in free economic zones; comparative and multifactor analysis − to compare the existing types of teaching methods in the free economic zone; method of operationalization of concepts − to describe the specifics of teaching sociological disciplines in higher educational establishments. The method of teaching sociological disciplines is that it forms in students majoring in «social work» culture and thinking, the ability to correctly perceive social processes occurring in our post-communist society, contributes to the formation of knowledge about social reality, explains the logic of social development, develops conceptual apparatus, methodology and methods of sociological research.

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Wagner, Claire, Mark Garner, and Barbara Kawulich. "The state of the art of teaching research methods in the social sciences: towards a pedagogical culture." Studies in Higher Education 36, no. 1 (February 2011): 75–88. http://dx.doi.org/10.1080/03075070903452594.

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Quintriqueo M., Segundo, Daniel Quilaqueo R., and Héctor Torres. "Contribution for the teaching of natural sciences: Mapuche and school knowledge." Educação e Pesquisa 40, no. 4 (March 14, 2014): 965–82. http://dx.doi.org/10.1590/s1517-97022014005000009.

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Within the context of Mapuche families and communities, this paper focuses on the relationship between knowledge and educational methods in teaching the natural sciences. It aims to identify educational methods that have been forged and re-forged in connection with the social, cultural, political, economical and spiritual development experienced by Mapuche communities. Our educational research methodology is based on a qualitative approach in order to unveil the subjective and inter-subjective dimensions that characterize the subjects' educational knowledge in their life context. Our fieldwork has been carried out from a sample of interviews conducted with Mapuche wise men (sabios) living in the Araucanía. The results of the study are divided in four categories: 1) Relationship towards the natural environment; 2) Knowledge regarding living beings; 3) Küyen cycle (phases of the Moon); and finally, 4) Healthy lifestyle. The collected data have allowed us to link different contents (conceptual, practical and attitudinal) underlying the proper Mapuche educational methods to underline their rationalities with reference to core knowledge. Thus, we want to make a case for an epistemological basis substantiating the teaching of natural sciences in relation to Mapuche knowledge. This will allow us to contextualize natural science teaching within the framework of an intercultural educational approach. By doing so, we aim to establish an intellectual dialogue in a context of interethnic and intercultural relationships.

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Schober, Barbara, Petra Wagner, Ralph Reimann, Moira Atria, and Christiane Spiel. "Teaching Research Methods in an Internet-Based Blended-Learning Setting." Methodology 2, no. 2 (January 2006): 73–82. http://dx.doi.org/10.1027/1614-2241.2.2.73.

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This article gives a survey of a blended learning approach called Vienna E-Lecturing (VEL), implemented in the course Research Methods and Evaluation, which is required by the psychology program at the University of Vienna, Austria. VEL replaces a main lecture and has been designed to teach methodological issues more effectively as well as to strengthen students' learning competences in this field. The program's conceptualization is based on instructional and motivational findings yielding the program's two main teaching principles: (1) networking and (2) optimal instructions. The Internet-based course lasts two semesters and is composed of 10 online learning modules and 11 face-to-face meetings (including tutorials). The modules, which are available successively via a learning platform, systematically instruct students to learn more effectively by cooperating and fulfilling different tasks within small groups. The current article describes the program's principles and theoretical background and outlines the 10 online modules. In addition, some module examples are given for illustration.

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Wu, Haorui. "Integration of the Disaster Component into Social Work Curriculum: Teaching Undergraduate Social Work Research Methods Course during COVID-19." British Journal of Social Work 51, no. 5 (July 1, 2021): 1799–819. http://dx.doi.org/10.1093/bjsw/bcab110.

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Abstract This article aims to develop community-contextualised pedagogical innovations to embed disaster components into core social work curriculum through a research methods course. Professional social work education continues to lack a community-contextualised curriculum and professional training that reflects the complexities of extreme events associated with community and human service. This absence jeopardises the advancement of social work engagement in better providing humanitarian support for individuals, families and communities affected by extreme events. Through an undergraduate social work research methods course, this case study qualitatively analysed the instructor’s teaching experience, self-reflection and in-class observation. The study presents three major community-contextualised pedagogical innovations of integrating disaster components into the research methods course: public media critique, amidst-disaster community-based participation and observation and practice situation discussion. These pedagogical efforts support the students’ exploration and development of various research paradigms and strengthen their ability to connect research with practice, thus addressing the community-driven, short-term necessities and long-term development requirements. This contextualising process, which forms a community-based living laboratory, inspires instructors to integrate community-driven characteristics into their pedagogical instruments. The process illustrates a potential pedagogical framework for research methods courses, in particular, and for social work curriculum, in general.

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Hollis, Nancy E., and Mary Ann F. Canterbury. "Health care consumer education: Alternative teaching methods." Home Care Provider 1, no. 3 (May 1996): 143–45. http://dx.doi.org/10.1016/s1084-628x(96)90025-8.

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Svensson, Lennart, and Kyriaki Doumas. "Contextual and Analytic Qualities of Research Methods Exemplified in Research on Teaching." Qualitative Inquiry 19, no. 6 (May 20, 2013): 441–50. http://dx.doi.org/10.1177/1077800413482097.

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Sheehan, Timothy J., Candice Walker, and Dorie Reiter. "Teaching Addiction Counseling: A Comparison of Social Interdependence Methods and Traditional Lecture-Based Instruction." Journal of Teaching in the Addictions 6, no. 1 (September 17, 2008): 49–58. http://dx.doi.org/10.1080/15332700802126344.

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Shvay, Roksolyana, Nataliya Morska, and Bohdan Kalynyak. "The Application of Methods for Creative Development of Personalities in Natural Sciences in Studying Foreign Languages for Specific Purposes." International Journal of Higher Education 10, no. 3 (January 4, 2021): 119. http://dx.doi.org/10.5430/ijhe.v10n3p119.

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This investigation proposes to apply the methods of training creativity in the natural sciences to teaching a foreign language for specific purposes. This approach is based on the testing of foreign language competencies in different countries, on the task of training higher education specialists, including foreign language training, on the requirements for learning foreign languages, formulated by the European institutions, and on the requirements for specialists in EU. The methods of teaching creativity of specialists in the natural sciences are based on Molyako’s (2008) five strategies of creative design activity. Their practical application demonstrated in teaching physics has been used in teaching English for specific purposes. The analysis of the results of the application of the proposed methods was carried out based on a questionnaire by Popek (2000), which allows differentiating persons with creative aptitudes. The results of the analysis indicate the feasibility of applying the proposed methods for the creative development of personalities following the needs of modern social relations, focused much more on synthesis and interconnection than on the analysis of individual phenomena and processes.

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Fourie, Ina. "Using Distance Teaching Methods to Further the Careers of Working Adults." Behavioral & Social Sciences Librarian 21, no. 2 (December 2002): 29–48. http://dx.doi.org/10.1300/j103v21n02_03.

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Canning, John, and Angela Gallagher‐Brett. "Building a bridge to pedagogic research: teaching social science research methods to humanities practitioners." Journal of Applied Research in Higher Education 2, no. 2 (December 2010): 4–9. http://dx.doi.org/10.1108/17581184201000009.

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De Arriba, Raúl, and María Vidagañ. "Sharing Drawings with Smartphones in the Classroom – Art-Based Education in Social Sciences." International Journal of Emerging Technologies in Learning (iJET) 15, no. 15 (August 14, 2020): 229. http://dx.doi.org/10.3991/ijet.v15i15.14259.

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This article identifies the factors that indicate the opportunity of reviewing the methods in teaching economics in order to overcome the traditional teaching-learning scheme that overvalues rote learning and find formulas that facilitate the development of analytical skills. On the other hand, this work points out the importance of developing creative competences. One way to do this is to introduce artistic practices in the classroom, even in non-artistic subjects. In this work an experience of education based on the arts is presented. Thanks to smartphone cameras, students can share and project drawings in the classroom immediately to facilitate group learning. The proposal is to represent the economic problems of the third world through drawings made by students of Sociology at the University of Va-lencia (Spain). The experience shows positive results in terms of students' engagement and creativity development.

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Dohn, Helge, and Knud D. Wagner. "Strategies and Methods of Teaching in Contemporary Higher Education with Reference to Project Work." Innovations in Education and Training International 36, no. 4 (November 1999): 285–91. http://dx.doi.org/10.1080/1355800990360404.

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Maynard, Brandy R., Elizabeth M. Labuzienski, Kristina S. Lind, Andrew H. Berglund, and David L. Albright. "Social work doctoral education: Are doctoral students being prepared to teach?" Journal of Social Work 17, no. 1 (July 8, 2016): 91–114. http://dx.doi.org/10.1177/1468017316637226.

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Summary Longstanding tensions exist around the purpose of social work doctoral programs, particularly around the extent to which doctoral program should prepare their students to teach. Indeed, social work programs in the United States have been criticized for failing to prepare graduates for teaching; however, it has been a number of years since doctoral curricula have been reviewed. The purpose of this study was to examine the extent to which US social work doctoral programs are training their students to teach by assessing the extent to which pedagogical training is explicitly integrated into doctoral curricula and examining the scope and content of required doctoral courses on teaching. Content analysis of social work doctoral program curricula ( n = 72) and teaching and learning related course syllabi ( n = 24) was conducted by two coders. Syllabi were coded and analyzed to produce a profile of course objectives, readings, teaching strategies, assessment methods, and course content. Findings Of the 72 PhD programs, 90% included a goal related to the preparation of their students for teaching; however, only 37 (51%) required a course on teaching. Course content, teaching, and assessment methods were found to vary across courses. Applications Training the next generation of social work practitioners to engage in effective social work practice is critical to the profession; however, the preparation of doctoral students to provide quality education to future social work practitioners seems to be largely neglected. Implications for doctoral education are discussed.

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Journal articles on the topic 'Social sciences teaching methods'

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