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Educational Research

Code: MEG006     Acronym: IE

Classification Keyword
OFICIAL General Education Training

Instance: 2022/2023 - 2S Ícone do Moodle

Active? Yes
Responsible unit: Department of Philosophy
Course/CS Responsible: Teaching Geography in the 3rd cycle of Basic Education and in Secondary Education

Cycles of Study/Courses

Acronym No. of Students Study Plan Curricular Years Credits UCN Credits ECTS Contact hours Total Time
MEBI 7 MEBI - Study Plan 1 - 6 41 162
MEFILO 10 MEFILO - Study Plan 1 - 6 41 162
MEG 30 MEG - Study Plan 1 - 6 41 162
MEH 26 MEH - Study Plan 1 - 6 41 162
MEIEFA 24 MEIEFA - Study Plan 1 - 6 41 162
MEP 17 MEP - Study Plan 1 - 6 41 162
MEPIEFA 17 MEPIEFA - Study Plan 1 - 6 41 162

Teaching Staff - Responsibilities

Teacher Responsibility
Paulo Jorge de Sousa Oliveira Santos

Teaching - Hours

Theoretical and practical : 2,50
Tutorial Supervision: 0,50
Type Teacher Classes Hour
Theoretical and practical Totals 2 5,00
Paulo Jorge de Sousa Oliveira Santos 5,00
Tutorial Supervision Totals 2 1,00
Paulo Jorge de Sousa Oliveira Santos 1,00

Teaching language

Suitable for English-speaking students


1. To characterise the different stages of a research project: the choice of topic, the literature review, the delimitation of the object of study, the definition of the research questions, the choice of a research design, data collection, data analysis, and the presentation of the conclusions.

2. To identify and describe the different strategies in educational research:

    2.1. Characterise the quantitative, qualitative, and mixed methods;

    2.2. Identify the advantages and limitations of the different research strategies.

3. Conduct a research project:

   3.1. Prepare the project;

   3.2. Collect and analyse data on this project;

   3.3. Write the study’s report;

   3.4. Present the research work publically.

4. Use of some basic statistical concepts on SPSS and content analysis;

5. Develop competences in group work;

6. Develop competences in written and oral skills.





Learning outcomes and competences

At the end of the semester students should be able to understand the importance of research for a grounded understanding of education and teaching practice. Thus, given a particular research topic, they will have the skills necessary to perform a literature review, define questions and objectives of a study, develop a research design, create or choose instruments to collect data, analyze it and prepare a report in accordance with good scientific research practices.



Working method



1. The role of educational research in teacher training.

    1.1. Education Sciences and their object of study;

    1.2. Scientific knowledge and teaching action: framework, problems and purposes.

2. Stages in the research process: from the choice of the topic to the presentation of the conclusions.

3. Modalities of educational research.

    3.1. Quantitative, qualitative, and mixed research methods: historical and epistemological contextualisation;

    3.2. Types of educational research: historical studies, naturalist studies (descriptive, correlational, and causal comparative), experimentalist studies and action-research.

4. Ethical questions in educational research.


Mandatory literature

Afonso, Natércio; Investigação naturalista em educação. ISBN: 972-41-4487-9
Almeida, Leandro S.; Metodologia da investigação em psicologia e educação. ISBN: 978-972-97388-5-2
Bell, Judith; Como realizar um projecto de investigação. ISBN: 978-972-662-524-7
Bogdan, Robert C; Investigação qualitativa em educação. ISBN: 972-0-34112-2
Clara Pereira Coutinho; Metodologia de investigação em ciências sociais e humanas, Almedina, 2013. ISBN: 978-972-40-5137-6
Louis Cohen, Lawrence Manion, Keith Morrison; Research methods in education, Routledge, 2007
John W. Creswell; Research design. ISBN: 0-8039-5255-4
Lima Jorge Ávila de; Fazer investigação. ISBN: 978-972-0-34956-9
Moreira, João Manuel; Questionários. ISBN: 978-972-40-2142-3
Quivy, Raymond; Manual de investigação em ciências sociais. ISBN: 972-662-275-1
Tuckman, B. W. ; Manual de investigação em educação (4ª ed.), Fundação Calouste Gulbenkian, 2012

Complementary Bibliography

Ioanna Palaiologou, David Needham e Trevor Male (Eds.); Doing research in education, Sage, 2016. ISBN: 978-1-4462-6674-8
Johnson, B., & Christensen, L. ; Educational research: Quantitative, qualitative, and mixed approaches, Sage, 2012

Teaching methods and learning activities

Lectures and the use of active learning methodologies.  Several teaching-learning methods will be used, with a particular focus on group activities in the classroom, related to the research project the students are required to develop. Assessment will be based on a final exam and on a group assignment which consists of a research project on a topic related to education. To develop this project, the students will have to apply their knowledge, attitudes, and competencies to successfully accomplish this task and present it publically. The group work will be supervised in the theoretical-practical classes, with a view to encouraging sharing among the workgroups, and in tutorial sessions, with the individual groups. A cooperative learning methodology will be applied during the project development and in the individual assessment of the students.
The evaluation may change according to the number of students enrolled in the course.




Social sciences > Educational sciences > Education > Teacher training
Social sciences > Educational sciences > Research methodology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation Weight (%)
Apresentação/discussão de um trabalho científico 20,00
Trabalho prático ou de projeto 80,00
Total: 100,00

Amount of time allocated to each course unit

Designation Time (hours)
Apresentação/discussão de um trabalho científico 4,00
Estudo autónomo 66,00
Frequência das aulas 52,00
Trabalho escrito 40,00
Total: 162,00

Eligibility for exams

Class attendance is compulsory in accordance with the FLUP Assessment Regulations.

Calculation formula of final grade

The accomplishment of the paper group work will count with a weight of 80% in the final classification. The remaining 20% refers to the presentation. In this curriculum subject, a cooperative learning methodology will be used, which assumes that due to the students' self and hetero-assessment, as well as the observation by the lecturer, the final individual classification related to the evaluation of the groupwork paper can be lower or higher than that assigned to work.

Classification improvement

The improvement of classification is only applicable to the group work.
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