Research Methodologies in Education

Code:

MED200

Acronym:

MIE

Keywords
Classification	Keyword
CNAEF	Research and Intervention Methodologies in Education / Educational Sciences

Instance: 2020/2021 - 1S (since 21-09-2020 to 19-12-2020)

Active?	Yes
Web Page:	https://sigarra.up.pt/fpceup/FICHA_DISCIPLINA.EDITAR?p_cad_codigo=MED200&p_periodo=2S&p_ano_lectivo=2009/2010
Responsible unit:	Education Sciences
Course/CS Responsible:	Master Degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MCED	57	Official Curricular Structure	1	-	6	49	162

Teaching language

Suitable for English-speaking students

Objectives

Aims - Methods of Research in Education

- to contribute to enlarge ways of seeing and doing in the process of research in education;
- to provide knowledge both theoretical and applied on specific research methods and techniques;
- to contribute for helping students to make adequate choices necessary to the development of the rocess of doing research; 
- to stimulate a critical activity in the process of doing research.

Learning outcomes and competences

In this curricular unit, it is expected that students will be able to attain the following learning outcomes:

• awareness of research paradigms and scientific rationality;
• appropriate choice of research methods and techniques given  specific research problems;
• understanding of the research design;
• writing a methodological reasoning of a research.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

n.a.

Program

I – Research Dynamics in Education - epistemological and methodological issues

• Émile Durkheim and the Rules of the Sociological Method;
• Pierre Bourdieu and research as social relationship and symbolic violence;
• Michel Foucault and the Archaeology of Knowledge;
• Boaventura de Sousa Santos, the double epistemological rupture and the paradigmatic transition;
• Sandra Harding and ‘standpoint theory’.

II. Scientific Rationality and Research Design

• Debate quantitative-qualitative;
• Assumptions of the qualitative paradigm;
• The elaboration of a research object;
• Methodological procedures in different stages of the research.

III. Methods and methodologies of data collection

• Quantitative methods;
• Interview;
• Focus Group Discussion;
• Ethnography;
• Life History;
• Content Analysis.

Mandatory literature

Wallerstein, Emmanuel (1996). Para abrir as ciências sociais. Lisboa: Fundação Calouste Gulbenkian.
Seale Clive 340; Researching society and culture. ISBN: 0-7619-5277-2
Saukko Paula; Doing research in cultural studies. ISBN: 0-7619-6505-X
Silva Augusto Santos 570; Metodologia das ciências sociais
Silverman David; Interpreting qualitative data. ISBN: 0-7619-6865-2
Santos Boaventura de Sousa; Um discurso sobre as ciências
Alvesson Mats; Reflexive methodology. ISBN: ISBN 0-8039-7707-7
Ramazanoglu Caroline; Feminist methodology. ISBN: ISBN 0-7619-5123-7

Teaching methods and learning activities

Contact activities – Lecturing. Debates. Tutorials. Writing a research journal.

Autonomous work – Literature review. Fieldwork. Writing a research journal. Writing a methodological reasoning.

Assessment: Continuous evaluation without final exam.

Assessment will be focused on the research or intervention problem (including the writing of a research journal supporting the methodological reflection). In this individual work students should mobilise theoretical and methodological knowledge. This written piece should be organised as follows: introduction; problem at stake; conceptual framework; methodological options and their justification.

Students are expected to link up topics from this unit with the research or intervention project (for example, topics like the concept of science; proposals to think the scientific field, from Durkheim to Harding; justified options on methods and techniques, etc).
The research journal will integrate several reflexions that come from discussion between Pedagogical Peers (Peers Support System) on classes topics. This Pedagogical Peers strategy aims to develop competences towards the colaborative learning, at the same time that aims to get together students that had/have different educational pathways (degree in Education or other; working students and non working students; mobility students, non mobility students, etc), sharing knowledge and different perspectives.

keywords

Social sciences

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Trabalho escrito	100,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Apresentação/discussão de um trabalho científico	58,00
Estudo autónomo	45,00
Frequência das aulas	49,00
Trabalho de campo	10,00
Trabalho de investigação	0,00
Total:	162,00

Eligibility for exams

Obtaining frequency requires that the student is not absent more than 25% of the classes provided.

Calculation formula of final grade

The final mark of this unit is expressed in a 0-20 scale.

Assessment will be focused on the research or intervention exploratory project that students are going to present in the infal part of the first year of the master. In this written work students should mobilise theoretical and methodological knowledge. This work should be organised as such: introduciton; problem at stake; conceptual framework; methodogical options and their justification. If possible, students should explore partially a method or a tecnhique individually or in teamgroup.

 

 

Examinations or Special Assignments

n.a

Internship work/project

n.a

Special assessment (TE, DA, ...)

Students who cannot attend the course regularly due to motives foreseen in university/faculty regulations need to contact the lecturer. since the beginining of the semester. They need to write the essay or the research project, being tutored by the lecturer, and will present it to colleagues during the course. Moreover, they will elaborate a second essay or other written work negotiated with the lecturer.

Classification improvement

Students can attempt to get a better mark, presenting themselves to an oral exam.

Observations

Bibliografia Principal

Amado, João (2014) Manual de Investigação Qualitativa em Educação. Coimbra: Imprensa da Universidade de Coimbra.

Bourdieu, Pierre (2001) A Miséria do Mundo. Petrópolis: Vozes, 1993

Correia José Alberto (1998) Para uma teoria crítica em educação. Porto: Porto Editora

Creswell, John W. (2002) Research Design: Qualitative, Quantitative.  London: Sage.

Clough, Peter & Nutbrown, Cathy (2012) A Student’s Guide to Methodology. London: Sage

Dowling, Paul & Brown (2010) Doing research/Reading Research – re-interrogating education. London: Routledge

Durkheim, Émile (2001) As Regras do Método Sociológico, Porto:Rès Ed., 1895

Foucault, Michel (1978) Vigiar e Punir. Petrópolis: Vozes, 1975

Hadji, Charles & Baillé, Jacques (2001) Investigação e Educação – para uma ‘nova aliança’, Porto: Porto Editora

Harding, Sandra (1986) Whose Science? Whose Knowledge? NY:Cornell Univ Press

Pais, José Machado (2007) Sociologia da vida quotidiana. Lisboa: ICS

Pinto, José Madureira (2007) Indagação Científica, Aprendizagens Escolares. Porto: Afrontamento

Plummer, Ken (2001) Documents of life 2. London: Sage

Ramazanoglu, Caroline (2002) Feminist methodology. London: Sage.

Santos, Boaventura de Sousa (2000) A Critica da Razão Indolente. Porto: Afrontamento

Saukko, Paula (2003) Doing Research in Cultural Studies. London: Sage.

Seale, Clive (2004) Researching Society and Culture. London: Sage

Silva, Augusto Santos  (1994) Entre a razão e o sentido. Porto: Afrontamento

Thomas, Gary (2011) How to do your Case Study. London: Sage

Torres, Leonor L. & Palhares, José A. (2014) Metodologia de Investigação em Ciências Sociais de Educação. Famalicão: Humus

Wallerstein, Emmanuel (1996). Para abrir as ciências sociais. Lisboa: Fundação Calouste Gulbenkian. 


 
Bibliografia Complementar 



Berger, Guy (1992). A investigação em educação: modelos sócio-epistemológicos e inserção institucional. Revista de Psicologia e de Ciências da Educação, 3-4, 23-36.