How can excellence in the teaching of research methods be encouraged and ensured? This question has become increasingly important following the adoption of research methodology as a core part of many postgraduate and undergraduate courses. There has, however, been little discussion about the aims and methods of teaching the subject. In this volume; a number of authors from a variety of countries and disciplines employ their knowledge and experience towards the development of a 'pedagogical culture' in research methods. Their aim is to establish the extent of common concerns and challenges and to demonstrate ways in which these are being met. Intended to provide both a stimulus and source materials for the development of a more substantial and systematic literature in the field, the book will be of great interest to all those teaching research methods courses within social science disciplines.

With its focus on critical thinking and applied learning, Doing Social Research provides a unique approach to conducting social research. The book is organised according to the broad chronology of developing and conducting a typical student research project and provides coverage of key theories alongside exercises, case studies and scenarios. Written specifically for students in South Africa and the developing world and drawing on examples from a range of fields in the social sciences, the book brings research methods to life. Contributors: Anja Botha, Bagele Chilisa, Rebecca K. Frels, Mark Garner, Laurel Holland, Barbara B. Kawulich, Sumaya Laher, Melody Mentz, Craig A. Mertler, Jan Nieuwenhuis, Tamra Ogletree, Anthony J. Onwuegbuzie, Charles Potter, Anne Ryen, Adilia S.F. Silva, Brigitte Smit and Claire Wagner

How can excellence in the teaching of research methods be encouraged and ensured? This question has become increasingly important following the adoption of research methodology as a core part of many postgraduate and undergraduate courses. There has, however, been little discussion about the aims and methods of teaching the subject. In this volume; a number of authors from a variety of countries and disciplines employ their knowledge and experience towards the development of a 'pedagogical culture' in research methods. Their aim is to establish the extent of common concerns and challenges and to demonstrate ways in which these are being met. Intended to provide both a stimulus and source materials for the development of a more substantial and systematic literature in the field, the book will be of great interest to all those teaching research methods courses within social science disciplines.

L'idee un peu naive du train qui passe, avec les rails qui materialisent son deplacement, les fiches horaires indiquant la frequence des trains, les horloges qui ornent les facades des gares ou qui surplombent les quais... ce sont juste quelques images pour essayer de donner consistance a cette notion tres abstraite qu'est le temps. Comme toutes les metaphores, celle-ci exprime la multitude de significations ainsi que l'ambiguite associee a cette notion, mais elle est aussi simpliste que trompeuse. Nous demandons toutefois au lecteur d'accepter d'etre porte par ce train qui le fera voyager a travers des contrees tantot familieres, tantot exotiques, faciles ou arides, ou tant d'autres nous ont precedes. Afin de tenter d'articuler entre elles des qualites et proprietes heteroclites, mais aussi, dans la mesure de nos connaissances actuelles, de degager, entre les fausses evidences et les idees toutes faites, des indices plus surs pour cerner l'objet de notre recherche. Claire Wagner-Remy, mathematicienne de formation, ecrivain et journaliste scientifique, est notamment l'auteur d'ouvrages sur la philosophie des sciences, l'intelligence artificielle et les logiques appliquees a l'informatique, et d'un cours sur la logique classique et les logiques non standard."