Research Methodologies in Adult Education

Code:

EFA02

Acronym:

MIEFA

Keywords
Classification	Keyword
OFICIAL	Educational Sciences

Instance: 2023/2024 - 1S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Master in Adult Education and Training

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MEFA	6	Official Curricular Structure	1	-	6	49	162

Teaching language

Portuguese
Obs.: Metodologias de investigação em Educação e Formação de Adultos

Objectives

The curricular unit aims to promote: - Knowledge and acquisition of skills in research methodology in Adult Education and Training; - Acquisition of knowledge on structural questions about research-making; that is, epistemological assumptions underlying research in Adult Education and Training;  - Knowledge about the process of designing research projects in Adult Education and Training; - Conception and design of research projects in Adult Education and Training, - Exposure to several research methodologies in Adult Education and Training, - Research practices in Adult Education and Training.

Learning outcomes and competences

The central concern with promoting students’ capacities to know “how-to-do” research in adult education and training is the main assumption of an approach that articulates the knowledge of research methods and their theoretical underpinnings and the experience in the field and the design of a project based on that experience, confronting literature and practice. Learning “how-to-do” research and intervention is inseparable from the activity of experimenting, in a specific context, the challenges of project design and implementation: from knowing the context to identifying resources and “problems”, from defining objectives to selecting strategies, etc. Learning from ‘situated problems’ is not only in tune with the ecological perspective that underpins this curricular unit, but also has a high potential for learning the knowledge and skills necessary to empower students adjust theory (about research and intervention) to a contextualized practice – as any adult education and training project demands.

Working method

Presencial

Program

I - Approaches to knowledge and science

1.1 Research in and on education

The scientific object and the paths of research in the scientific field of Education Sciences

Relevance and social impact of research in education



1.2 Rationalities in research: epistemological, ontological and axiological issues.

Positivist, interpretive and socio-critical paradigms

Representation, reflexivity, quality, accountability and reciprocity



1.3 Decolonization of scientific paradigms and conventional science

Post-colonial, post-human and indigenous perspectives in education.

Positionality and situated knowledge



II - Research design

2.1 Research question, theory and methods

Experimental and quasi-experimental designs

Case studies

Comparative studies

Action research (participatory)



III Research plan

3.1 Literature review: some procedures

The role of theory in research

3.1 Data collection methods and techniques - articles and instruments

Quantitative and mixed methods

Naturalistic methods

Visual methods

Digital methods

Biographical methods

Interview methods

Participatory methods

3.2 Data analysis methods

Quantitative data analysis

Qualitative data analysis

Data interpretation processes

Mandatory literature

Moreira, C. (2007); Teorias e práticas de investigação, Lisboa, Inst. Sup. Ciências Políticas e Sociais.
Creswell, John. (2012). ; Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. , Boston: Pearson Education, Inc, 2012
Bardin, L. (2009).; Análise de Conteúdo. , Lisboa: Edições 70, Lda., 2009

Teaching methods and learning activities

Contact activities

Exhibitions. Debates. Fieldwork preparation, research design, instrument design and data analysis. Accompanying fieldwork. Writing a research diary. Collaborative work.

Autonomous work

Bibliographical research and reading of recommended works. Fieldwork. Writing a research diary. Article writing.

Assessment:

Students who attend 75% of the scheduled classes.

1. The assessment will be based on the writing of an individual research diary, as a support for reflection, but also as a practice in dense writing) around the discussions and themes of the lessons and the research work carried out. (60%)

A Research Diary is a working tool for those carrying out research and includes reflections that can be methodological in nature, discussions around research topics, conceptual, theoretical and ethical reflections, assessments of books and texts that are analyzed and others that are found and made pertinent according to the individual research problem to be developed. The writing of the Research Diary is contemporaneous with the classes. The writing process, which stems from a reflective appropriation of what is being worked on, is enhanced by the contributions of group work dynamics, a collaborative work strategy aimed at sharing knowledge.The content of the Research Diary, texts, discussions and theoretical contributions from relevant authors in the classes constitute a pathway to arrive at a research question and problem in education. This component, which is individual, should include a reflection on what research is and how methodological choices are made around a problem. The aim is for students to be able to mobilize theoretical and practical knowledge around methodological procedures to be adopted in relation to a problem to be chosen. The diary is a methodological reflection on how to understand and develop a research or intervention problem in a more coherent and paradigmatically integrated way. There's nothing to stop them being the problems of a future project. The contents covered in the course syllabus should be addressed: the concept of science; different proposals for thinking about the scientific field, from Durkheim to Sandra Harding, from paradigmatic issues to techniques or design. This is a work of reflection on what presides over a research process, which implies reasoning around what the production of knowledge is and how this influences a research design, as well as reflecting on methods and techniques. The Research Diary, as a working tool, should give an account of the appropriation that the students make: of the discussions held in class, of the texts, authors and contents that have been dealt with, and may appropriately mobilize reflections on lectures or readings that make sense in the context of what is intended with the Research Diary. The diary must contain bibliographical references to support the lessons.

2. Assessment is also based on a small group research project which includes fieldwork and a poster presentation of the theoretical framework, methodological options and results obtained (40%).

 

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Apresentação/discussão de um trabalho científico	15,00
Trabalho de campo	25,00
Trabalho escrito	60,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	30,00
Frequência das aulas	36,00
Trabalho de campo	10,00
Apresentação/discussão de um trabalho científico	2,00
Trabalho escrito	25,00
Total:	103,00

Eligibility for exams

Attendance at 75% of the scheduled classes. It is this attendance that allows the UC to be completed using the distributed assessment method:
- Completion of the research diary - 60%
- Poster based on a short research paper - 40%

Calculation formula of final grade

Individual written research diary - 60%
Preparation and presentation of a poster based on a small group investigation - 40%

Special assessment (TE, DA, ...)

Students, in situations provided for by the legislation and regulations in force, who do not attend all their classes or the minimum required (75% of the scheduled classes), should contact the teacher of the subject in September, preferably at the first class, to find out about the alternative assessment method.
Thus, in these cases, and for the normal and appeal periods, the assessment will be:
1 - Final face-to-face exam - 60% weighting
2 - A short research project, with fieldwork and the preparation of a poster (40%).
For these cases and in all special assessment periods planned or to be determined during the academic year by the competent bodies, the assessment will be:
Final exam - 100% weighting