NIH Launches Online Resource on Behavioral and Social Science Research Methods

2012 ◽  
Keyword(s):  
Social Science ◽  
Research Methods ◽  
Social Science Research ◽  
Science Research ◽  
Online Resource

scholarly journals Post Qualitative Inquiry in an Ontology of Immanence

2018 ◽  
Vol 25 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Elizabeth A. St. Pierre
Keyword(s):  
Social Science ◽  
Research Methods ◽  
History Of Science ◽  
Research Methodology ◽  
Social Science Research ◽  
Science Research ◽  
Qualitative Inquiry ◽  
Research Practices ◽  
Social Theories ◽  
History Of

Because post qualitative inquiry uses an ontology of immanence from poststructuralism as well as transcendental empiricism, it cannot be a social science research methodology with preexisting research methods and research practices a researcher can apply. In fact, it is methodology-free and so refuses the demands of “application.” Recommendations for those interested in post qualitative inquiry include putting methodology aside and, instead, reading widely across philosophy, social theories, and the history of science and social science to find concepts that reorient thinking. Post qualitative inquiry encourages concrete, practical experimentation and the creation of the not yet instead of the repetition of what is.

scholarly journals Social Science Research Methods

1950 ◽  
Vol 37 (3) ◽  
pp. 567
Author(s):  
Fred A. Shannon ◽  
Wilson Gee
Keyword(s):  
Social Science ◽  
Research Methods ◽  
Social Science Research ◽  
Science Research

scholarly journals When failure fails to be productive: probing the effectiveness of productive failure for learning beyond STEM domains

2020 ◽  
Vol 48 (6) ◽  
pp. 651-697
Author(s):  
Valentina Nachtigall ◽  
Katja Serova ◽  
Nikol Rummel
Keyword(s):  
Problem Solving ◽  
Social Science ◽  
Research Methods ◽  
Social Science Research ◽  
Experimental Studies ◽  
Science Research ◽  
Complex Problem ◽  
Productive Failure ◽  
Stem Learning ◽  
Beneficial Effects

AbstractThe current work builds on research demonstrating the effectiveness of Productive Failure (PF) for learning. While the effectiveness of PF has been demonstrated for STEM learning, it has not yet been investigated whether PF is also beneficial for learning in non-STEM domains. Given this need to test PF for learning in domains other than mathematics or science, and the assumption that features embodied in a PF design are domain-independent, we investigated the effect of PF on learning social science research methods. We conducted two quasi-experimental studies with 212 and 152 10th graders. Following the paradigm of typical PF studies, we implemented two conditions: PF, in which students try to solve a complex problem prior to instruction, and Direct Instruction (DI), in which students first receive instruction followed by problem solving. In PF, students usually learn from their failure. Failing to solve a complex problem is assumed to prepare students for deeper learning from subsequent instruction. In DI, students usually learn through practice. Practicing and applying a given problem-solving procedure is assumed to help students to learn from previous instruction. In contrast to several studies demonstrating beneficial effects of PF on learning mathematics and science, in the present two studies, PF students did not outperform DI students on learning social science research methods. Thus, the findings did not replicate the PF effect on learning in a non-STEM domain. The results are discussed in light of mechanisms assumed to underlie the benefits of PF.

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