Student-centered pedagogy and real-world research: using documents as sources of data in teaching social science skills and methods

Peyrefitte, Magali and Lazar, Gillian (2018) Student-centered pedagogy and real-world research: using documents as sources of data in teaching social science skills and methods. Teaching Sociology, 46 (1). pp. 62-74. ISSN 0092-055X

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Abstract

This teaching note describes the design and implementation of an activity in a 90-minute teaching session that was developed to introduce a diverse cohort of first year criminology and sociology students to the use of documents as sources of data. This approach was contextualised in real world research through scaffolded, student-centered tasks focused on archival material and a contemporary estate agents’ brochure so as to investigate changes in the suburbs that surround a university in North London, United Kingdom. In order to contribute to the growing discussion on pedagogic dialogical spaces in teaching research methods, we provide empirical evidence of students’ greater engagement via group work and the opportunity to draw on experiential knowledge in analysing sources. Beyond stimulating students’ engagement with research skills and methods, the data also shows the value of our approach in helping students to develop their analytical skills, particularly through a process of comparison and contrast.

Item Type: Article
Research Areas: A. > School of Law > Criminology and Sociology
A. > Library and Student Support > Museum of Domestic Design and Architecture (MoDA)
Item ID: 23115
Notes on copyright: Magali Peyrefitte, Gillian Lazar, Student-centered Pedagogy and Real-world Research: Using Documents as Sources of Data in Teaching Social Science Skills and Methods, Teaching Sociology, Vol 46, Issue 1, pp. 62-74. Copyright © 2017 (American Sociological Association). Reprinted by permission of SAGE Publications.
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Depositing User: Magali Peyrefitte
Date Deposited: 06 Dec 2017 17:03
Last Modified: 03 Apr 2019 17:14
URI: https://eprints.mdx.ac.uk/id/eprint/23115

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