Method[ edit ] Social scientists are divided into camps of support for particular research techniques. These disputes relate to the historical core of social theory positivism and antipositivism ; structure and agency.
The question arises where one positions oneself, one's way of conducting research, and one's ideas about the teaching and learning of qualitative methods in the social sciences between these opposing cultures of orientation and action. Levels of Teaching and Learning About Qualitative Methods In the following, we outline some such dimensions for classification that result from the previous considerations.
Depending on how one conceptualizes qualitative research methods, different procedures will be suitable for instruction.
These range from the presentation of textbook knowledge to jointly engaging in research in the sense of co-construction and cognitive apprenticeship. The first dimension to emerge thus concerns the question which didactic procedures are suitable for qualitative research method instruction.
We already had pointed to the relevance of institutional contexts and the positioning of qualitative research within these contexts ranging from equality to social marginalization.
The role of these contexts for teaching and learning processes constitutes the second dimension to be examined. If one regards the competent application of qualitative research methods as a craft or even an art, it follows that learners will differ in their ability to acquire these research competences—some may be less able to do so than others.
The question concerning the extent of a fit between personality and method affects the learning about and teaching of qualitative research methods constitutes our third dimension.
If qualitative methods instruction requires other didactic procedures than does the teaching of technical knowledge see the first dimension abovethis raises the question whether by imparting knowledge about qualitative methods and qualitative research other competencies and skills are taught simultaneously and in the process, competencies that exceed purely methodological knowledge and that possibly in their turn reverberate back to the socio-scientific practice themselves—such as social sensitivity, social skills, or the like.
With the increasing technological potential of computers and the Internet, digital forms of distance learning have also gained in importance.
This raises the question whether and how these new forums influence qualitative methods instruction. What does the choice of a specific style depend on?
This might, for instance, include the number of students in a course, the type of course lecture, lab course, etc. In this context, the roles and the interpersonal relations between teachers and students seem relevant: This arises from the social "proximity" that characterizes qualitative research: The personal relationship between teachers and students is perhaps of great importance in the instructional context: Qualitative methods instruction occurs inside a variety of institutional and curricular frameworks, such as: What are the prospects of qualitative research in an academic landscape increasingly determined by the principles of productivity-oriented distribution of funds with an emphasis on obtaining external funding by submitting grant applications that already anticipate the results of the proposed research, or on publishing in peer-reviewed mainstream journals?
In this context, the experience of researchers from other countries and university systems are of great interest. And is such a "fit" between the student and qualitative methodology beneficial to successful learning?
While others, even though they have kept on trying, do not really understand what qualitative research is all about, the qualitative way of doing research remains strange and external, the students feel helpless and lost, their modus operandi appears arbitrary and insensitive towards the research object.
On the flip side, the question arises whether some personalities might be more or less unsuitable for conducting qualitative research—whether, in other words, there are limits to the extent to which the ability to do qualitative research can be taught and learnt.
The following are some of the ideas that occurred to us:Social research is a research conducted by social scientists following a systematic plan. Social research methodologies can be classified as quantitative and qualitative..
Quantitative designs approach social phenomena through quantifiable evidence, and often rely on statistical analysis of many cases (or across intentionally designed treatments in an experiment) to create valid and reliable.
O Seventh Edition Qualitative Research Methods for the Social Sciences Bruce L. Berg California State University, Long Beach Allyn 8c Bacon Boston • New York • San Francisco.
Quantitative versus Qualitative Research in Social Science Zeinab H. Nasser Eddine [email protected] Introduction Within social science, there has been a widespread debate about the merits of quantitative and qualitative approaches for research.
I. Groups of Research Methods. There are two main groups of research methods in the social sciences: The empirical-analytical group approaches the study of social sciences in a similar manner that researchers study the natural lausannecongress2018.com type of research focuses on objective knowledge, research questions that can be answered yes or no, and operational definitions of variables to be .
Volume 13, No. 1, Art. 30 – January Participatory Research Methods: A Methodological Approach in Motion. Jarg Bergold & Stefan Thomas. Abstract: This article serves as an introduction to the FQS special issue "Participatory Qualitative Research." In recent years there has been a resurgence of interest in participatory research strategies.
O Seventh Edition Qualitative Research Methods for the Social Sciences Bruce L. Berg California State University, Long Beach Allyn 8c Bacon Boston • New York • .