Upgrading Student Researchers’ Generic Competencies in Research Methods Pedagogy
DOI:
https://doi.org/10.56433/tbb2g051Keywords:
researchers’ expertise , generic competencies , pedagogy, inquiry methods , practice-based tasksAbstract
The journey of scientific investigation is a complex process whose success depends on the researchers’ expertise and skilfulness in applying the appropriate methodology. Accordingly, it necessitates inquiry skills that are often trivialised in research methods curricula which frequently prioritise the instruction of methodological principles. Consequently, the current theoretical study which stems from first-hand experience attempts to highlight the importance of fostering the learners’ generic competencies in the pedagogy of research methodology. First, it expounds the blueprint of the present article. Then, it presents the scholarly consideration of the content of inquiry methods course books, syllabi and lectures. Subsequently, it enumerates the main transferable skills needed in the research process and exposes the necessity of developing the student researchers’ investigative abilities via practical instruction. Moreover, a set of practice-based tasks designed by the writer of this article are suggested as an illustration of the hands-on facet of research methods courses. Ultimately, the manuscript discusses the state-of-the-art appraisal of the significance of upgrading the learners’ generic talents in inquiry approaches training
References
Baudry, J. S., & Miller L. (2016). Research Literacy: A Primer for Understanding and Using Research. The Guilford Press.
Blaxter, L., Hughes, C., & Tight, M. (2006). How To Research. Open University Press.
Bourn, D. (2018). Understanding Global Skills for 21st Century Professions. Palgrave McMillan. https://doi.org/10.1007/978-3-319-97655-6
Brown, C. A. (2016). Using Digital Resources to Support STEM Education. In Victor C. X. Wang (Ed.), Handbook of Research on Learning Outcomes and Opportunities in the Digital Age (pp. 127-151). IGI Global. https://doi.org/10.4018/978-1-4666-9577-1.ch006
Corti, L., Van den Eynden, V. ., Bishop, L. & Woollard, M. (2014). Managing and Sharing Research Data: A Guide to Good Practice. Sage Publication Ltd.
Csopo, B., Ainly, J., Bennet, R. E., Latour, T., & Law N.. (2012). Technological Issues for Computer-Based Assessment In P. Griffin, B. Mcgaw & E. Care (Eds.), Assessment and Teaching of 21st Century Skills (pp. 143-230). Springer.
Demarrias, K., & Lapan, S. D. (2004). Introduction. In K. Demarrias & S. D. Lapan (Eds.), Foundations for Research Methods of Inquiry in Education and the Social Sciences (pp. 1-12). Lawrence Erlbaum Associates.
Dennihy, M., & Mohess, N. (2018). Using a Scaffolded Three-Step Information Literacy Model to Teach Academic Research at a Community College. In G. Veach (Ed.), Teaching Information Literacy and Writing Studies (pp. 97-108). Purdue University Press.
Drew, C. J., Hardman, M. L., & Hosp, J. L. (2008). Designing and Conducting Research in Education. Sage Publications, Inc. https://doi.org/10.4135/9781483385648
Earley, M.. A. (2009). Developing Reflective Researchers. In M. Garner, C. Wagner & B. Kannlich (Eds.), Teaching Research Methods in the Social Sciences (pp. 103-110). Ashgate Publishing Limited.
Field-Rothschild, K. (2018). Teaching Questioning in FYC for Research Skills Transfer. In G. Veach (Ed.), Teaching Information Literacy and Writing Studies (pp. 85-95). Purdue University Press.
Fulford, A., & Hodgson, N. (2016). Research at The Intersection: Background-Choosing from a Menu of Methods. In A. Fulford & N. Hodgson (Eds.), Philosophy and Theory in Educational Research: Writing in the Margin. (pp. 10-29). Routledge.
Garner, M., & Sercombe, P. ( 2009). Research as Social Relations: Implications for Teaching Research Methods. In M. Garner, C. Wagner & B. Kannlich (Eds.), Teaching Research Methods in the Social Sciences (pp. 81-90). Ashgate Publishing Limited.
Goedhart, M. J., Finlayson, O. E., & Lindblom Y. (2009). Research-Based Teaching in Higher Level Chemistry Education. In I. Eilks & B. Byers (Eds.), Innovative Methods of Teaching and Learning Chemistry in Higher Education (pp. 61-84). RSC Publishing. https://doi.org/10.1039/BK9781847559586-00061
Hansman, C. A. (2019). Navigators on the Research Path: Supporting Student Qualitative Researchers. In V. G. Wang (Ed.), Scholarly Publishing and Research Methods Across Disciplines (pp. 64-92). IGI Global.
Hesse-Biber, S. N. (2010). Mixed Method Research: Merging Theory with Practice. The Guilford Press.
Hopper, C. H. (2016). Practicing College Learning Strategies. Cengage Learning.
Kamin, M. (2013). Soft Skills Revolution: A Guide To Connecting with Compassion for Trainers, Teams and Leaders. John Wiley & Sons.
Kara, H. (2017). Research and Evaluation for Busy Students and Practitioners: a Time-Saving Guide. Policy Press. https://doi.org/10.51952/9781447338758
Mammadova, T. (2022). Academic Writing and Information Literacy Instruction in Digital Environments: A Complementary Approach. Palgrave McMillan. https://doi.org/10.1007/978-3-031-19160-2
McAnliffe, D. (2009). Incorporating the Ethical Dimension in the Teaching of Research Methods. In M. Garner, C. Wagner, & B. Kawulich (Eds.), Teaching Research Methods in the Social Sciences. (pp. 91-101). Ashgate Publishing Limited.
Ó Dochartaigh, N. (2012). Internet Research Skills. Sage Publication Ltd. https://doi.org/10.4135/9781526435422
Parker, J. (2011). Best Practices in Quantitative Methods Teaching Comparing Social Science Curricula Across Countries. In G.F. Payne & M. Williams (Eds.), Teaching Quantitative Methods: Getting the Basics Right (pp. 32-48). Sage Publication Ltd. https://doi.org/10.4135/9781446268384.n3
Peden, B. F., & Carroll, D. W. (2009) Historical Trends in Teaching Research Methods by Psychologists in the United States. In M. Garner, C. Wagner & B. Kawulich (Eds.), Teaching Research Methods in the Social Sciences (pp. 23-34). Ashgate Publishing Limited.
Reardon, D. (2006). Doing Your Undergraduate Project. Sage Publications Ltd. https://doi.org/10.4135/9781849209076
Reed, S, K. (2020). Cognitive Skills You Need for the 21st Century. Oxford University Press. https://doi.org/10.1093/oso/9780197529003.001.0001
Roche; J. (2022). Essential Skills for Early Career Researchers. Sage Publications Ltd.
Scardamalia, M., Bransford, J., Kozma, B. & Quellmalz, E. (2012). New Assessments and Environments for Knowledge Building. In P. Griffin, B. Mcgaw & E. Care (Eds.), Assessment and Teaching of 21st Century Skills. (pp. 231-300). Springer. https://doi.org/10.1007/978-94-007-2324-5_5
Schunn, C. & Anderson, J. (2001). Acquiring Expertise in Science: Explorations of What, When and How. In K. Crowley, C. D. Schunn & L. Okada (Eds.), Designing for Science: Implementation from Everyday Classroom and Professional Settings (pp. 73-102). Lawrence Erlbaum Associates; Inc. Publishers.
Strayhorn, T. l. (2009). The (In) effectiveness of Various Approaches to Teaching Research Methods. In M. Garner, C. Wagner, & B. Kawulich (Eds.), Teaching Research Methods in the Social Sciences. (pp. 119-130). Ashgate Publishing Limited.
Swaminathan, R., & Mulvihill, T.M. (2017). Critical Approaches to Questions in Qualitative Research. Routledge. https://doi.org/10.4324/9781315629605
Swaminathan, R., & Mulvihill, T. M. (2018). Teaching Qualitative Research: Strategies for Engaging emerging Scholars. The Guilford Press.
Tromp, C., Beukema, L., & Almekinders, C. (2009). Research in Action: The Core Business. In C. Almekinders, L. Beukema & C. Tromp (Eds.), Research in Action: Theories and Practices for Innovation and Social Change (pp. 221-242). Waganingen Academic Publishers. https://doi.org/10.3920/9789086866816_014
Watkins, D. C., & Gioia, D. (2015). Mixed Methods Research. OUP. https://doi.org/10.1093/acprof:oso/9780199747450.001.0001
Yan, Z. (2021). Publishing Articles: A Scientific Guide for New Authors World Wide. Cambridge University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Rahmouna Zidane
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
