Inquiry based learning in Psychological Research Methods Richard Rowe,  Pam McKinney  & Jamie Wood University of Sheffield
Research Methods  and Psychology Students <ul><li>Psychology is an inquiry based subject </li></ul><ul><li>Psychology stud...
The quantitative research process Topic choice Literature search Hypothesis generation Analysis Data Collection Experiment...
Existing exam question <ul><li>An experimenter wants to know whether anxiety is related to running time in high level athl...
The quantitative research process Topic choice Literature search Hypothesis generation Analysis Data Collection Experiment...
Inquiry based revisions <ul><li>Want to cover the whole research process at Levels 1 and 2 </li></ul><ul><li>Introduce </l...
Resources available <ul><li>Level One </li></ul><ul><li>4 postgraduate led tutorials </li></ul><ul><li>2 coursework assign...
Level One Information literacy activity Topic choice Literature search Hypothesis generation Analysis Data Collection Expe...
Collaborative review <ul><li>Run in Groups of 4-5 </li></ul><ul><li>Write single collaborative review </li></ul><ul><ul><l...
On-line tutorial
Submission <ul><li>Single integrated literature review </li></ul><ul><ul><li>All receive the same mark </li></ul></ul><ul>...
I feel more confident using the Web of Knowledge database 89% Agree
I feel I have improved my ability to evaluate the published literature 77% Agree
Selected qualitative student feedback <ul><li>“Group work just tends to be left to one person who has to take responsibili...
I enjoyed working collaboratively on-line with my group members 71% Agree
I enjoyed working collaboratively on-line with my group members 75% Agree
Feedback from tutors <ul><li>“ Lots of questions were asked about the topic and how to reference, showing an improvement i...
Feedback from tutors <ul><li>“ I found this tutorial rewarding because it was nice to talk about my area of research and t...
Questions & Discussion <ul><li>Information literacy coverage </li></ul><ul><li>Value of reflection </li></ul><ul><li>Invol...
Level One Design and Analysis Topic choice Literature search Hypothesis generation Analysis Data Collection Experimental d...
Research design tutorial <ul><li>Tutors present choice of research questions </li></ul><ul><li>Collaboratively design stud...
Analysis Workshop tutorial <ul><li>Collaboratively analyse data from experimental design </li></ul><ul><li>Data not collec...
Analysis workshop tutorial <ul><li>Analyze and write-up data in one hour session: </li></ul><ul><ul><li>Choose statistical...
I feel more able to formulate research questions 69% Agree
Tutor feedback <ul><li>Design tutorial </li></ul><ul><li>“ I have learned that by speaking in an enthusiastic way about an...
Tutor feedback <ul><li>“ The students completed the task within the set guidelines and seemed pleased with their work-alth...
The group projects helped me develop my communication skills 71% Agree
The group projects helped me develop my negotiation skills 63% Agree
I feel more confident working collaboratively with others 51% Agree
I feel more confident studying independently 60% Agree
I feel the IBL activities encouraged me to take an active role in class  74% Agree
Questions and Discussion <ul><li>Coverage of research process </li></ul><ul><li>Collaboration approach </li></ul><ul><li>D...
Level 2: Putting it all together Topic choice Literature search Hypothesis generation Analysis Data Collection Experimenta...
Level 2 <ul><li>Semester One </li></ul><ul><ul><li>Research proposal </li></ul></ul><ul><ul><li>Analysis and report simula...
Semester 1 Research proposal <ul><li>Work in groups of 4 during lab class </li></ul><ul><li>2 computers per group </li></u...
Data generation and analysis <ul><li>Dataset simulated to mimic that which might have been collected </li></ul><ul><li>Per...
Semester 1 Submission <ul><li>Individual research proposal </li></ul><ul><ul><li>Comprises literature review </li></ul></u...
Semester 2 activity <ul><li>Similar topic choice and literature search </li></ul><ul><ul><li>Different design required </l...
Evaluation <ul><li>Historically research methods=maths </li></ul><ul><li>Challenge to fill the void </li></ul><ul><ul><li>...
Inquiry based learning in Psychological Research Methods Richard Rowe,  Pam McKinney  & Jamie Wood University of Sheffield
Upcoming SlideShare
Loading in …5
×

Inquiry based learning in Psychological Research Methods

2,991 views
2,816 views

Published on

This project aimed to engage students in the process of experimental design and analysis at Level One. In groups of 4-5 students worked with a postgraduate tutor to develop a research question in the tutors area of expertise and write it up as a research proposal. In a follow-up session, students worked collaboratively to analyse a simulated dataset that could have been collected if they had conducted the study. They wrote up their analyses during the tutorial and submitted this as an assessed piece of coursework. Student feedback was positive about the enquiry based approach but reported some problems in group-work.

Published in: Education, Technology
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
2,991
On SlideShare
0
From Embeds
0
Number of Embeds
30
Actions
Shares
0
Downloads
73
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide
  • Inquiry based learning in Psychological Research Methods

    1. 1. Inquiry based learning in Psychological Research Methods Richard Rowe, Pam McKinney & Jamie Wood University of Sheffield
    2. 2. Research Methods and Psychology Students <ul><li>Psychology is an inquiry based subject </li></ul><ul><li>Psychology students not well motivated to learn research methods </li></ul><ul><li>Become interested when analysing Level 3 project </li></ul>
    3. 3. The quantitative research process Topic choice Literature search Hypothesis generation Analysis Data Collection Experimental design Reporting Interpreting Write-up
    4. 4. Existing exam question <ul><li>An experimenter wants to know whether anxiety is related to running time in high level athletes… </li></ul>
    5. 5. The quantitative research process Topic choice Literature search Hypothesis generation Analysis Data Collection Experimental design Reporting Interpreting Write-up
    6. 6. Inquiry based revisions <ul><li>Want to cover the whole research process at Levels 1 and 2 </li></ul><ul><li>Introduce </li></ul><ul><ul><li>Information literacy </li></ul></ul><ul><ul><li>Hypothesis formation and experimental design </li></ul></ul><ul><ul><li>Collaboration </li></ul></ul><ul><li>Develop </li></ul><ul><ul><li>Analysis and interpretation in context of research literature </li></ul></ul><ul><ul><li>Transferable skills: </li></ul></ul><ul><ul><ul><li>interpersonal, communication, reflection, independence </li></ul></ul></ul>
    7. 7. Resources available <ul><li>Level One </li></ul><ul><li>4 postgraduate led tutorials </li></ul><ul><li>2 coursework assignments </li></ul><ul><li>Level Two </li></ul><ul><li>2 lab classes </li></ul><ul><li>2 coursework assignments </li></ul><ul><li>(140 students) </li></ul>
    8. 8. Level One Information literacy activity Topic choice Literature search Hypothesis generation Analysis Data Collection Experimental design Reporting Interpreting Write-up
    9. 9. Collaborative review <ul><li>Run in Groups of 4-5 </li></ul><ul><li>Write single collaborative review </li></ul><ul><ul><li>Use of different research methods in… </li></ul></ul><ul><li>Topic chosen by PG tutors </li></ul><ul><li>Face-to-face tutorial </li></ul><ul><ul><li>Introduce topic </li></ul></ul><ul><ul><li>Introduce literature search (Web of Knowledge) </li></ul></ul>
    10. 10. On-line tutorial
    11. 11. Submission <ul><li>Single integrated literature review </li></ul><ul><ul><li>All receive the same mark </li></ul></ul><ul><li>Individual reflection on process of literature search and teamwork </li></ul><ul><li>Accounted for 8% and 2% of course mark </li></ul>
    12. 12. I feel more confident using the Web of Knowledge database 89% Agree
    13. 13. I feel I have improved my ability to evaluate the published literature 77% Agree
    14. 14. Selected qualitative student feedback <ul><li>“Group work just tends to be left to one person who has to take responsibility for it.” </li></ul><ul><li>“The other members of my group had not put as much effort in as they should, especially one member that did a 2-second job of copying an articles abstract and writing a useless concluding section. ” </li></ul>
    15. 15. I enjoyed working collaboratively on-line with my group members 71% Agree
    16. 16. I enjoyed working collaboratively on-line with my group members 75% Agree
    17. 17. Feedback from tutors <ul><li>“ Lots of questions were asked about the topic and how to reference, showing an improvement in communication between the group members… ” </li></ul>
    18. 18. Feedback from tutors <ul><li>“ I found this tutorial rewarding because it was nice to talk about my area of research and to see that this was interesting to other people” </li></ul><ul><li>“ While I made sure to give the information clearly and concisely, there was the risk of an information overload!” </li></ul>
    19. 19. Questions & Discussion <ul><li>Information literacy coverage </li></ul><ul><li>Value of reflection </li></ul><ul><li>Involvement of postgraduate tutors </li></ul><ul><li>Approach to collaboration </li></ul><ul><ul><li>Discuss later </li></ul></ul>
    20. 20. Level One Design and Analysis Topic choice Literature search Hypothesis generation Analysis Data Collection Experimental design Reporting Interpreting Write-up Literature search activity
    21. 21. Research design tutorial <ul><li>Tutors present choice of research questions </li></ul><ul><li>Collaboratively design study to test one </li></ul><ul><li>Fill out summary sheet at end of tutorial </li></ul>
    22. 22. Analysis Workshop tutorial <ul><li>Collaboratively analyse data from experimental design </li></ul><ul><li>Data not collected – time constraint </li></ul><ul><li>Data simulated to have properties expected from collected data </li></ul>
    23. 23. Analysis workshop tutorial <ul><li>Analyze and write-up data in one hour session: </li></ul><ul><ul><li>Choose statistical tests, run tests, interpret, write-up </li></ul></ul><ul><ul><li>2 Laptop computers provided, notes and books allowed, Tutor as a resource </li></ul></ul><ul><li>Submit report at end of tutorial </li></ul><ul><li>All get same mark: 10% of course </li></ul>
    24. 24. I feel more able to formulate research questions 69% Agree
    25. 25. Tutor feedback <ul><li>Design tutorial </li></ul><ul><li>“ I have learned that by speaking in an enthusiastic way about an area of research, it is possible to inspire students to take a deeper level of interest.” </li></ul><ul><li>Analysis workshop </li></ul><ul><li>“ The atmosphere was quite different to normal and I realised I had to be very considerate of the instructions I issued.” </li></ul><ul><li>“ The students seemed familiar enough with the material being tested, but had trouble applying their knowledge to a practical problem.” </li></ul>
    26. 26. Tutor feedback <ul><li>“ The students completed the task within the set guidelines and seemed pleased with their work-although they may just have been relieved it was over!” </li></ul>
    27. 27. The group projects helped me develop my communication skills 71% Agree
    28. 28. The group projects helped me develop my negotiation skills 63% Agree
    29. 29. I feel more confident working collaboratively with others 51% Agree
    30. 30. I feel more confident studying independently 60% Agree
    31. 31. I feel the IBL activities encouraged me to take an active role in class 74% Agree
    32. 32. Questions and Discussion <ul><li>Coverage of research process </li></ul><ul><li>Collaboration approach </li></ul><ul><li>Drawbacks to IBL approach </li></ul>
    33. 33. Level 2: Putting it all together Topic choice Literature search Hypothesis generation Analysis Data Collection Experimental design Reporting Interpreting Write-up
    34. 34. Level 2 <ul><li>Semester One </li></ul><ul><ul><li>Research proposal </li></ul></ul><ul><ul><li>Analysis and report simulated data </li></ul></ul><ul><li>Semester Two </li></ul><ul><ul><li>Full experimental design and report </li></ul></ul>
    35. 35. Semester 1 Research proposal <ul><li>Work in groups of 4 during lab class </li></ul><ul><li>2 computers per group </li></ul><ul><li>Choose research topic between group </li></ul><ul><li>Search for papers on topic </li></ul><ul><li>Design experiment to follow-up </li></ul><ul><ul><li>Constraint on analysis </li></ul></ul><ul><li>Summarize proposal during class </li></ul>
    36. 36. Data generation and analysis <ul><li>Dataset simulated to mimic that which might have been collected </li></ul><ul><li>Personalised versions for each student </li></ul><ul><li>Analysis in own time </li></ul>
    37. 37. Semester 1 Submission <ul><li>Individual research proposal </li></ul><ul><ul><li>Comprises literature review </li></ul></ul><ul><ul><li>Details hypothesis and methods </li></ul></ul><ul><ul><li>Includes defence of choice </li></ul></ul><ul><li>Individual results write-up </li></ul><ul><ul><li>Write-up analysis of simulated data </li></ul></ul><ul><li>10% of module mark </li></ul>
    38. 38. Semester 2 activity <ul><li>Similar topic choice and literature search </li></ul><ul><ul><li>Different design required </li></ul></ul><ul><ul><li>Data simulation </li></ul></ul><ul><li>Write up as if a real experimental study </li></ul><ul><ul><li>Individual analysis and write-up </li></ul></ul><ul><li>20% of module mark </li></ul>
    39. 39. Evaluation <ul><li>Historically research methods=maths </li></ul><ul><li>Challenge to fill the void </li></ul><ul><ul><li>Conceptual understanding of statistical tests? </li></ul></ul><ul><ul><li>Full engagement with entire research process </li></ul></ul><ul><li>Inquiry based methods well suited </li></ul><ul><li>Also develops transferable skills </li></ul><ul><li>Further test of efficacy will be project students in 2008-2009 </li></ul>
    40. 40. Inquiry based learning in Psychological Research Methods Richard Rowe, Pam McKinney & Jamie Wood University of Sheffield

    ×