What are the most effective strategies and pedagogical approaches for teaching research methods to enhance students' understanding and application of research concepts and skills?
Hi,
Read " Mixed Method Research in Language Teaching and Learning " by Mehdi Riazi, Macquarie University. This book would solve your problems.
The major mistake is lack of application. Students need to design and run mini-examples during classes.
We partially employ research methods in our daily lives. When we encounter a problem and seek to solve it, or when we are curious about the reasons behind something and engage in reasoning and verification... I believe it should be explained using familiar examples drawn from everyday situations. For instance, if you were to hear a beep sound right now, you would likely formulate hypotheses about its origin and conduct experiments to validate those hypotheses. Upon determining the source of the sound, you might then need to formulate new hypotheses regarding why it occurred and proceed to test them. It should be emphasized that research methods are not an entirely new concept for students; instead, they are employed, albeit partially and unconsciously, in various instances throughout their daily lives. Certainly, it is necessary to avoid authors who have written books merely to have a book, even if they themselves have not fully grasped the subject.
Dear Hameed Gannoun
Since the mid-1960s, cognitive science and constructivist dispositions in particular have become widespread paradigms in intra- and interdisciplinary discourse. The scientific debate on shared knowledge has not remained unaffected.
There are some parallels between ‘cognitive theory’ or ‘constructivist perspectives’ and ‘self-determined’ and ‘organized learning’ (self-directed learning, self-regulated learning). Self-determined or organized knowledge strategies enable a controlled approach. It proves to be extremely important to take responsibility for one's own continuous learning process and to keep this process under control. Concepts of self-directed and organized learning attach great importance to the fact that everyone controls what, when and how they see fit.
Cognitive theories can focus in particular on the environment of knowledge exchange. One important approach is ‘situated learning’ or ‘situated cognition’. Situated learning means: individual work in authentic or realistic learning environments or learning with authentic or realistic tasks and problems that reflect the "real world". Because if knowledge is decontextualised, there is a risk that it will become ineffective. Situated cognition involves (applied) knowledge and thinking exercises to solve unique or unusual problems. Situated cognition is based on the concept that knowledge is context-dependent and is fundamentally influenced by the activities, contexts and cultures in which it is applied. The main components of situated learning therefore include: understanding, collaboration, reflection, coaching, different exercises, task setting, realistic impressions and technology.
‘Distributed cognition’ and distributed learning can be understood as a conceptual counterpart to situated cognition. Distributed cognition transcends the traditional view of cognition, which typically views knowledge as a localized phenomenon and is explained in terms of information processing at the individual level. The distributed cognition approach emphasizes the distributed arrangement of cognitive phenomena across individuals, artifacts and media and explicates internal and external representations in terms of a common language of 'representational states' and 'media'
Another important concept is ‘social constructivism’, which is associated in particular with Lem S. Vygotsky in particular: His model of cognitive learning states that culture is the first dominant determinant of individual development. The construction of knowledge therefore takes place in a cultural context. Culture has two effects: firstly, through culture, the actors deepen the content of their thinking, their knowledge; secondly, through their environment, they internalise their thinking in the process of assigning meaning. This is what the Vygotskians call "tools of intellectual adaptation".
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