Introduction

Until recently many researchers considered it impossible to teach research, at least in the same way that less complex skills such as reading or basic mathematics can be taught. This is because the practice of research is a complex activity requiring the extended use of several poorly understood cognitive activities such as creativity and intuition; research is, at best, a semi-structured activity. There are no algorithmic “recipes” for performing research, and even the methodologies for research sometimes presented (including those in this book) are guidelines at best.