Posts Tagged ‘methodology’
This is a simple one-slide PowerPoint presentation of Popper’s classic model of scientific research. The presentation contains two versions:
- Click-to-advance: this allows teachers to reveal each element in the model at their own pace. This is useful if you want to talk about each of the elements before revealing the next.
- Self-advancing: if you want to just show a class how the model develops this option slowly (there’s a two-second delay before each reveal) displays each element in turn.
If you want to give your students some notes to accompany the presentation the following should help:
Opportunities for students to link crime, deviance and research methods in a practical way are often limited by the constraints of time and space – but one simple approach that can be used effectively in the classroom is a self-report crime questionnaire. Although there are a few of these kicking around (from Ann Campbell’s onward…) this is a relatively recent one I’ve put together based on questions contained in the UK Crime and Justice Survey.
It can be downloaded as a Word document so that you can amend it easily (you may not want to include all the 40+ questions and you may want to substitute some of your own…).
The document suggests some possible classroom uses for the questionnaire – from data and methodological analysis if you’re leaning toward research methods to using the data to think critically about official crime statistics based on categories like age and gender.
As with some of the others in this series, “Trial by Jury” is a building block sim that gives you a basic template that can be used to organise and run a wide range of possible simulations. In basic terms if there’s an area of the Sociology / Psychology course that involves comparing and contrasting two opposing viewpoints it can be adapted to the Trial by Jury format using this template.
As a way of exampling this the package uses the (sociological) example of “Positivism On Trial” (effectively a debate between Positivism / Interpretivism at As-level).
This is quite a time-consuming simulation and it’s probably best-suited to occasional use (unless you’ve completely flipped your classroom, in which case it’s something you could frequently use).
For example, it could be used at the end of a specific teaching session (such as “secularisation”) as a way of bringing all the different arguments and evaluations together. Alternatively you might find it useful for a series of “end of course” sessions as a way of structuring student revision.
- Talk the Walk
At this point students need to get to grips with learning the basics of research methods. How you organise this is up to you, but one way is to get students to take ownership of their learning:
• Brief overview of the method
• Primary / secondary data
• Quantitative / qualitative source / data
Keeping abreast of the various statistical sources and data on crime can be both time-consuming and somewhat confusing for teachers and students – both in terms of the volume of data and the reliability and validity of different data sources.
For these reasons the Office for National Statistics statistical bulletin is a brilliant resource for a-level sociologists in terms of both crime statistics and the research methodologies underpinning their production (so it’s good for information covering both Crime and Deviance and Crime and Methods in Context).
Reliability and validity are two important methodological concepts in both Psychology and Sociology because they address the problems involved in “doing research” – and while this film is aimed at A-level and AP psychology students (who are required to cover the issues in much greater depth), it should also be useful for sociology teachers who want to firm-up their students’ understanding of these concepts.
This short film looks at the key aspects of these important methodological concepts – from simple definitions, through an understanding of different types to examples of how they can be applied to different types of exam question – in terms of key:
- definitions: reliability (internal and external),validity (internal and external)
- examples: different types of validity, Bandura, Rosenhan
- applications: where and how to apply these concepts in exam answers.
Jurgenson’s essay “On the cultural ideology of Big Data” will probably need some decoding for A-level students but it’s a worthwhile thing to do because it will:
- Give students a contemporary insight to (neo)positivist tendencies in data science.
- Provide some contemporary examples of positivism in the shape of “Big Data”.
- Introduce students to the concept of large data sets and the analysis of network relationships facilitated by new technologies.