Thinking as Researchers Innovative Research Methodology Content and Methods

By Nagwa Babiker Abdulla Yousif and Shadia Abdelrahim Mohammed Daoud

This book is appropriate for undergraduate and graduate research methods courses as well as for instructors, academicians, social researchers, social workers and community development planners. The book aims to give a brief summary about the critical thinking and innovative research methods which are crucial in academic's promotion and knowledge building. Social Research Methods is one of the most important courses in the educational curriculum that adequately support students and researchers acquire the competencies they need to deal with complex data and new analytical tools. World is changing and accordingly, there are changing in the nature of data (for instance, big data, analytics etc.), and the complexity of the environment. University' instructors have to incorporate research in the undergraduate curriculum to allow the students to gain the knowledge and skills to learn the research process, not to conduct it per se, but, rather to use the research to bridge the gap between knowledge and critical decision-making.

• Language: English
• Publisher: Xlibris US
• Release date: Feb 12, 2023
• ISBN: 9781669866220

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Copyright © 2023 by Nagwa Babiker Abdulla Yousif.

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Rev. date: 03/02/2023

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Ajman University

and

Ahfad University for Women

Thinking as Researchers

Innovative Research Methodology

C

ontent and Methods

Shadia Abdelrahim Mohammed Daoud¹

Nagwa Babiker Abdulla Yousif²,³

November 1, 2022

CONTENTS

Preface

Section 1 : Critical Thinking and Innovative

Teaching of Research Methods (Instructors)

Chapter 1     Critical Thinking

1.1. Background

1.2. Some Points

1.3. Why is it important to use critical thinking in research?

1.4. How does research develop critical thinking?

1.5. Critical-Thinking Methodology

1.6. Critical-Thinking Skills Examples

1.7. Steps of Critical Thinking

1.8. Good Critical Thinkers

1.9. Are we born with critical-thinking skills?

1.10. Can you teach critical thinking?

1.11. Exercises

Chapter 2     Innovative Teaching Methods of Research Methods

2.1. Background and Some Points

2.2. Some Points

2.3. Additional Implications

2.4. Creativity and Innovation

2.5. Some Points

2.6. Six Tips toward Increasing Scientific Creativity

2.7. Innovative Teaching Strategies in Research Methods

2.8. Teaching Research Method Using a Student-Centered Approach? Critical Reflections on Practice

2.9. Designing Patterns for Teacher and Learner Activities That Emphasize Knowledge Integration

Section 2 : Syllabus of Research

Methods for the Students

Chapter 3     Syllabus of Innovative Research Methods

3.1. Background

3.2. Main Objectives of the Course

3.3. Description of the Course

3.4. Methods of Teaching Research Method Course

3.5. Outline of the Course

3.5.1. Session 1: Critical Thinking and Research Methodology

3.5.2. Session 2: Exercises of Critical Thinking

3.5.3. Session 3: Understand the Meaning of Research

3.5.4. Session 4: Objectives and Types of Research

3.5.5. Session 5: Development of New Ideas of Research

3.5.6. Session 6: Concepts and Variables

3.6. Sessions of the Research Process

3.6.1. Session 1: Steps of Research

3.6.2. Session 2: Formulating the Research Problem and Objectives

3.6.3. Session 3: Extensive Literature Survey

3.6.4. Session 4: Development of Working Hypotheses

3.6.5. Session 5: Preparing the Research Design

3.6.6 Session 6: Determining Sample Design

3.6.7. Session 7: Collecting Data

3.6.8. Session8: Analysis of Data

3.6.9. Session 9: Hypothesis-Testing

3.6.10. Session 10: Generalizations and Interpretation

3.6.11. Session 11: Preparation of the Report or the Thesis

3.7. Sessions, Exercises to Encourage Students Thinking of Research Process

3.7.1. What is a good research?

3.7.2. Skills to Develop Critical Thinking, Think as Researchers

3.7.3. What is an argument

3.7.4. Argument = Contention + Reason(s)

3.7.5. Inductive Arguments

3.8. Writing a Research Proposal

4. References

PREFACE

Research is crucial in an academic’s promotion and knowledge-building. But its understanding and the practices of research are dilemma and challenges in the academic domain. Literatures indicated the research methods is not the most enjoyable course for the students to take nor the most enjoyable course for the teachers to teach. It is, nevertheless, one of the most important courses in the educational curriculum. The current structure and content of many research methods courses cannot adequately support students to acquire the competencies they need to deal with complex data and new analytical tools. What is more, those involved in the teaching of research methods courses tend to teach the same content for many years, in the same way, despite the changing nature of data, for instance, big data and analytics, and the complexity of the environment. University teachers often teach the subject based on their individual expertise gained through graduate training or professional experience. However, the majority of the teachers of the research methods did not acquire formal degrees in the field; some are self-taught, while others acquired the knowledge of the subject either through practice or courses they took during postgraduate education. Incorporating research in the undergraduate curriculum allows students to gain the knowledge and skills to learn the research process, not to conduct it, per se, but rather use research to bridge the gap between knowledge and critical decision-making.

This book considers the research process as not simply collecting data, evidence, or facts, then piecing together this preexisting information into a paper. Instead, the research process is about inquiry—asking questions and developing answers through serious critical thinking and thoughtful reflection.

Why do students face difficulty in understanding researches? The students’ lack of critical thinking and creativity is widely recognized as the main cause, considering critical thinking is a core competency and a precursor to research. The importance of critical-thinking skills in research is, therefore, huge; without which, researchers may even lack the confidence to challenge their assumptions (Facione, P. A., 2000; Lawson, T. J., 1995).

Teaching should make thinking visible. This concerns the thinking of the teachers and the students. The teacher should model scientific thinking to help students understand how problems are solved, for example, by means of simulations and visualizations (Perrone, L. F., 2014).

The students should be prompted to report on their ideas, critique and analyze their progress, and reflect on the nature of science (Bambrick-Santoyo, P., 2010). Creativity in research provides concrete guidance on developing creativity for anyone doing or mentoring research. By focusing attention on how research happens as well as its outputs, you can increase your ability to address research challenges and produce the outputs you care