Source: International Journal of Qualitative Studies in Education, Volume 23, Issue 6 (November 2010), pages 719 – 736.
Research methods courses typically require students to conceptualize, describe, and present their research ideas in writing.
The current paper describes the author's exploration in using arts-based techniques for teaching research to support the development of students' self-study research projects.
The pedagogical approach emerged from the author's sociocultural theoretical perspective in using symbols and dialogue as mediating tools.
The author employed three arts-based research projects to assist doctoral students in articulating research interests, framing research proposals, and reflecting on their development as researchers.
Data included students' implementation and assessment of projects; the instructor's teaching logs; and students' course evaluations.
The projects served to illuminate the subtleties of research interests, self-understanding and understanding of other's research, and learning about self-study by practicing it.