teaching research method
Teaching Research Methods:
Learning by Doing
N. Alexander Aguado
University of North Alabama
“I hear and I forget. I see and I remember. I do and I understand.”
— Confucius
ABSTRACT
This paper outlines ways to structure a research-methods class so that students gain a practical knowledge of how research is done. Emphasis is placed on data collection, using statistical software, and writing up results. Included in this article are several assignments and exercises that, when combined, work to produce a scholarly empirical report. Students gain an appreciation of the fruits and frustrations involved in the research process, and learn to be more critical consumers of research projects.
INTRODUCTION
In search of a way to teach research methods, I have turned to a practical, hands-on approach that encourages students to partake in the rewards of conducting their own empirical research. This article outlines goals and objectives, and includes a list of assignments that culminate in a presentable work of original research. In this undergraduate, political science, research-methods class, students learned about the research process that is integral to all social sciences. Further, this teaching method can easily be adapted to meet the needs of students at all levels, including graduate students in public administration and public policy. This paper outlines the steps used to accomplish this task, including the disadvantages and possible corrections for those who wish to adopt the method.
GOALS
Each institution, department, and instructor stresses different goals for training in research methods. Some might emphasize the diversity of social sciences, and the types of questions asked in various sub-disciplines. Others might advocate epistemology and the need to understand the role of scientific knowledge. The goals of this course briefly cover these very important issues in the methodology
JPAE 15(2): 251–260 literature. But the goal of this particular
Learning by Doing
N. Alexander Aguado
University of North Alabama
“I hear and I forget. I see and I remember. I do and I understand.”
— Confucius
ABSTRACT
This paper outlines ways to structure a research-methods class so that students gain a practical knowledge of how research is done. Emphasis is placed on data collection, using statistical software, and writing up results. Included in this article are several assignments and exercises that, when combined, work to produce a scholarly empirical report. Students gain an appreciation of the fruits and frustrations involved in the research process, and learn to be more critical consumers of research projects.
INTRODUCTION
In search of a way to teach research methods, I have turned to a practical, hands-on approach that encourages students to partake in the rewards of conducting their own empirical research. This article outlines goals and objectives, and includes a list of assignments that culminate in a presentable work of original research. In this undergraduate, political science, research-methods class, students learned about the research process that is integral to all social sciences. Further, this teaching method can easily be adapted to meet the needs of students at all levels, including graduate students in public administration and public policy. This paper outlines the steps used to accomplish this task, including the disadvantages and possible corrections for those who wish to adopt the method.
GOALS
Each institution, department, and instructor stresses different goals for training in research methods. Some might emphasize the diversity of social sciences, and the types of questions asked in various sub-disciplines. Others might advocate epistemology and the need to understand the role of scientific knowledge. The goals of this course briefly cover these very important issues in the methodology
JPAE 15(2): 251–260 literature. But the goal of this particular
References: Bledsoe, T. (1993). Careers in city politics: The case for urban democracy. Pittsburgh, PA: University of Pittsburgh Press. Fenno, R. (1997). Learning to govern: An institutional view of the 104th Congress. Washington, D.C: Brookings Institution Press. Johnson, J.B., & Reynolds, H.T Johnson, J.B., & Reynolds, H.T. (2005b). Working with political science research methods: Problems and exercises. Washington, D.C.: CQ Press. Majone, G. (1989). Evidence, argument, & persuasion in the policy process. New Haven, CT: Yale University Press. Pollock, P.H Stone, C. (1989). Regime politics: Governing Atlanta, 1946-1988. Lawrence,KS: University of Kansas Press. Stone, D. (2002). The policy paradox. New York: W.W. Norton. Weingast, B. (1995). Structuring your papers. Retrieved March 31, 2009, from http://www.stanford. edu/~weingast/caltech_rules.html. FOOTNOTES 1 I put works by Bledsoe (1993), Fenno (1997), and Stone (1989) on reserve at the library