Teaching and learning research methodologies in Education: a systematic literature review

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dc.contributor.authorMatos, João Filipe
dc.contributor.authorPiedade, João
dc.contributor.authorFreitas, André
dc.contributor.authorPedro, Neuza
dc.contributor.authorDorotea, Nuno
dc.contributor.authorPedro, Ana
dc.contributor.authorGalego, Carla
dc.contributor.institutionCeIED (FCT) - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento
dc.date.issued2023-02-07
dc.descriptionEducation Sciences
dc.description.abstractThis study aims to contribute to understanding of the state of the art regarding the pedagogical cultures associated with teaching and learning research methods in advanced studies education through the identification of trends and pitfalls. The rationale behind this objective is the recognition that most of the research in education comes from academic programmes, in particular master’s and doctoral programmes, which generally include research methods as components. A systematic literature review was adopted as the research methodology, following the PRISMA model. Three stages of article selection were implemented, resulting in the selection of 68 studies out of an initial set of 3631 articles found in the main journal databases. Three specific dimensions were addressed: (i) methodological knowledge, (ii) research competencies, and (iii) pedagogical practices in teaching research methods in education programmes. The results illustrate the complexity of the subject. Learners are constantly reported to hold negative attitudes towards research methods courses, apparently due to instructors’ pedagogical difficulties, which translate into restricted understandings of methodological knowledge. Several misunderstandings between learners and teachers are identified which call for action towards the construction of a research-based scientific culture that will lead to inclusive pedagogical practices in which teachers and learners act as researchers. Keywords: research methodologies in education; teaching research methods in education; learning research methods in education; systematic literature review; learning-centred course designs; pedagogical culture; scientific culturept
dc.description.abstractThis study aims to contribute to understanding of the state of the art regarding the pedagogical cultures associated with teaching and learning research methods in advanced studies education through the identification of trends and pitfalls. The rationale behind this objective is the recognition that most of the research in education comes from academic programmes, in particular master’s and doctoral programmes, which generally include research methods as components. A systematic literature review was adopted as the research methodology, following the PRISMA model. Three stages of article selection were implemented, resulting in the selection of 68 studies out of an initial set of 3631 articles found in the main journal databases. Three specific dimensions were addressed: (i) methodological knowledge, (ii) research competencies, and (iii) pedagogical practices in teaching research methods in education programmes. The results illustrate the complexity of the subject. Learners are constantly reported to hold negative attitudes towards research methods courses, apparently due to instructors’ pedagogical difficulties, which translate into restricted understandings of methodological knowledge. Several misunderstandings between learners and teachers are identified which call for action towards the construction of a research-based scientific culture that will lead to inclusive pedagogical practices in which teachers and learners act as researchers.en
dc.description.sponsorshipFunding text 1 The article’s publication is co-financed (or financed) by national funds—FCT (Fundação para a Ciência e Tecnologia, I.P.), in the scope of the project EXPL/CED-EDG/1130/2021. Funding text 2 This paper was developed under the scope of a research project approved and funded by F.C.T. IP (national agency for research, science and technology) under contract # EXPL/CED-EDG/1130/2021. All ethical issues were considered and approved by the Center for Interdisciplinary Studies in Education and Development of Universidade Lusofona, Portugal.
dc.formatapplication/octet-stream
dc.identifier.citationMatos , J F , Piedade , J , Freitas , A , Pedro , N , Dorotea , N , Pedro , A & Galego , C 2023 , ' Teaching and learning research methodologies in Education: a systematic literature review ' , Education Sciences , vol. 13 , no. 2 , 173 . https://doi.org/10.3390/educsci13020173
dc.identifier.doihttps://doi.org/10.3390/educsci13020173
dc.identifier.issn2227-7102
dc.identifier.urlhttps://www.scopus.com/record/display.uri?eid=2-s2.0-85148728726&origin=inward
dc.language.isoeng
dc.peerreviewedno
dc.publisherMultidisciplinary Digital Publishing Institute (MDPI)
dc.relation.ispartofEducation Sciences
dc.rightsopenAccess
dc.subjectMÉTODOS DE ENSINO
dc.subjectEDUCAÇÃO
dc.subjectMETODOLOGIAS DE INVESTIGAÇÃO
dc.subjectMÉTODOS DE INVESTIGAÇÃO
dc.subjectPROCESSO DE APRENDIZAGEM
dc.subjectESTRATÉGIAS PEDAGÓGICAS
dc.subjectREVISÃO BIBLIOGRÁFICA
dc.subjectCULTURA CIENTÍFICA
dc.subjectEDUCATION
dc.subjectRESEARCH METHODOLOGIES
dc.subjectRESEARCH METHODS
dc.subjectTEACHING METHODS
dc.subjectLEARNING PROCESS
dc.subjectPEDAGOGICAL STRATEGIES
dc.subjectBIBLIOGRAPHIC REVIEW
dc.subjectSCIENTIFIC CULTURE
dc.titleTeaching and learning research methodologies in Education: a systematic literature reviewen
dc.typearticle

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