ABSTRACT
This chapter focusses on the pedagogy of teaching a research methods module in an undergraduate education studies programme. It presents a case study of a module that has been designed and taught with student-centred pedagogy in mind, underpinned by meaningful exploration of constructivist learning. This case study illustrates how this has been achieved by scaffolding key concepts and facilitating an understanding of content within a wider pragmatist orientation to knowledge and truth. The examples given demonstrate how pragmatism is ideally suited to supporting student understanding of research methods. The chapter draws on material from the module, and reflects on pedagogy, assessment, and student learning. This chapter aims to prompt readers to reflect on their own experiences of learning research methods, including in the development of their own research ideas, and to support their ongoing studies in this area.
