Transcript Microsoft PowerPoint - NCRM EPrints Repository

A toolkit for embedding methods
teaching within a Sociology fieldtrip
Carole Sutton & Alison Anderson
Research Methods Skills Deficits
• Crisis in quantitative skills and reasoning in
contemporary social science education
• While qualitative methods tend to be more
intrinsically appealing to students they are often
taught in stand alone methods modules
• New more engaging approaches must be
developed based upon real-world, policy
relevant generic themes
Project Aims
• To produce a transferable pedagogic toolkit for
embedding more methods teaching (qualitative and
quantitative) into the UK sociology curriculum
• To provide students with greater hands on,
participative, training in research methods skills that
will meet the changing needs of employers in the
private, public and third sectors.
• To increase the knowledge, application and use of
quantitative methods amongst undergraduates within
the social sciences.
The Fieldtrip - Pilot
• One day structured fieldtrip supported by prior
classroom and E-based activities and the provision of
tutor and student toolkits
• Based on the two themes of:
Health and wellbeing
Deprivation
• Two contrasting urban areas
Prior Classroom Based Activities
• Introductory lecture (ONS neighbourhood stats,
national accounts of wellbeing interactive maps etc)
• Student group completion of the workbook activities
• Group and individual student completion of e-based
resources guide
• Completion of risk assessment and tutor led
explanation of the mini-field trip
Mini Fieldtrip Activities
• Students worked in small groups to read through
relevant materials
• Walking street ethnography – students followed
route, took notes and photographic observations
• Tutor shadowed the student group, observing their
progression and where appropriate facilitated the
process.
Post Mini Fieldtrip Activities
Classroom based formative discussion on:
•comparing and contrasting the two neighbourhood
areas
•contribution of the different evidence resources and
observations/images to understandings about the two
neighbourhoods
Evaluation
• Student feedback on the field trip aspects of the
toolkit.
• Student completion of an evaluation form and
follow-up focus group discussion
• Separate evaluation discussion between the two
academic tutors.
• When embedded into the formal curriculum this can
be followed by a summative assessment (e.g. group
report or poster presentation).
Evaluation & Student Comments
“Exploring areas of Plymouth I had never been before and actually noticing
things I’d never looked at before.”
“Actually seeing the differences in
housing for yourself and being there
makes it easier to grasp the concept.
It makes it more real and perhaps for
some people easier to learn.”
“Being able to explore areas of Plymouth. Getting insights into deprivation.”
“Actually applying sociological imagination to the real world.”
“Going Live”
Embedded 2011/12
Sociological Key Concepts & Skills (Stage 1)
Tutorial system
•
Pre-field work tasks
•
Facilitate problem based learning approach
Assessment
•Group Poster(20%) & student presentation (20%)
Tales from the field
Student feedback
• Learning task enabled students to ‘get to
know each other better’
• New perspectives on Plymouth and what it
has to offer
• Creating the poster
• Materials too long
• Group work and freeloaders
• Some organisation aspects
% of (n=14)
Recording data as visual images (photos) gave
me an insight into how sociologists can use this
data in social research
I found taking observational notes challenging
When I am researching a topic in the future I will
search the quantitative (statistical) sources for
potential data
The field trip has given me confidence for
undertaking future research
The field trip materials have given me an insight
into how different agencies use quantitative
data in their everyday work activities
The field trip have given me a valuable insight
into the different contributions that qualitative
and quantitative methods bring to
understanding a real world problem or issue
Strongly
Agree
Agree Disagree Strongly
Disagree
14.3
35.7
35.7
14.3
7.1
21.4
35.7
50.00
42.9
21.4
14.3
7.1
14.3
42.9
28.6
14.3
14.3
42.9
28.6
14.3
14.3
42.9
28.6
14.3
Strongly
Agree
Agree Disagree Strongly
Disagree
% of (n=14)
14.3
50.0
21.4
14.3
0
50.00
28.6
21.4
35.7
35.7
21.4
7.1
I found the group poster preparation
activity and enjoyable learning experience
I found the poster presentation an
enjoyable learning experience
I was able to make ‘links’ between what I
observed to the theories about
communities and health/well-being and
deprivation
Staff feedback
•
•
•
•
•
•
•
•
Positive activity
Group size 3-4 worked
Students generally enjoyed the activity
Reverse schedule: Field work first
Experiential aspects vs Quantitative Sources
Revisions to materials
Assessment
Resources
Future Directions
• Continue in 2012/13
• Workbook changes
• Module management
• Assessment
Thanks for listening!
For further details about the project:
Email:
[email protected]
[email protected]
Copies of the materials are available on jorum
http://resources.jorum.ac.uk/
Suggest waiting for the updated versions!!