Research Methodologies in Education

Code:

MED200

Acronym:

MIE

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

Instance: 2022/2023 - 1S

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	56	Official Curricular Structure	1	-	6	49	162

Teaching language

Portuguese

Objectives

In this UC, there is a central concern en inform the basic choices underlying the research process, seeking to equip students with theoretical and methodological frames of reference, founders of research in Education, which enable a critical condition for methodological choices adjusted to the object of research. Thus, the learning objectives are


- deepen and broaden the reflection on the founding frames of reference of research in education;
- to provide structuring knowledge of the research procedure
- to allow theoretical and practical contact with specific research methods and techniques
- to inform the choices underlying the research process
- to stimulate critical activity for methodological choices adjusted to the research object
- to know how to develop an exploratory research work.

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

Exhibitions. Debates. Preparation of fieldwork, research design, design of instruments and data analysis. Accompaniment of field work. Writing Research Diary. Collaborative work.

Autonomous work

Bibliographic research and reading of works indicated. Field work. Writing Research Diary. Writing of the article.

Evaluation:

Students who have frequency of 75% of the scheduled classes.

1. The assessment falls on the writing of a Research Diary, as a support for reflection, but also as a practice of dense writing) around the discussions and issues of classes and research work done. (50%)

A Research Diary is a working tool for the researcher and includes reflections that can be of a methodological nature, discussions around research themes, conceptual, theoretical and ethical reflections, assessments on books and texts that are being analysed and others that are found and made relevant according to the individual research problem to be developed. The writing of the Research Diary is contemporary with the classes. The writing process, which results from a reflected appropriation of what is being worked on, is enhanced by the contributions of the Pedagogical Pairs dynamics and group work, a collaborative work strategy aimed at sharing knowledge.

The content of the Research Diary, texts, discussions and theoretical contributions of relevant authors and authors of the classes constitute a path to reach a question and a problem of research in education. This component, which is individual, should integrate a reflection on what it is to investigate and on how methodological options are taken around a problem. It is intended that students are able to mobilise theoretical and practical knowledge around methodological procedures to be adopted around a problem to be chosen. The diary is a methodological reflection on how a research problem or intervention can be understood and developed in a more coherent and paradigmatically integrated way. Nothing prevents it from being the problems of the future project. It is reinforced that contents worked in the program of the UC should be addressed: concept of science; different proposals to think the scientific field, from Durkheim to Sandra Harding; methodological path and justification for the options regarding methods and techniques, etc. This is a work of reflection on what presides over a research process, which implies a reasoning around what the production of knowledge is and how this influences a research design, apart from reflecting on methods and techniques.

2. The assessment also falls on a written work in the format of a scientific article and that results from the exploratory research carried out during the semester. (50%)

 

keywords

Social sciences

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Trabalho escrito	50,00
Trabalho prático ou de projeto	50,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	45,00
Frequência das aulas	49,00
Trabalho de campo	15,00
Trabalho escrito	50,00
Total:	159,00

Eligibility for exams

The student obtains the attendance to the curricular unit if, having been regularly enrolled, attends 75% of the classes foreseen. The attendance of 75% of the lessons is what allows the distributed evaluation without final examination.

Calculation formula of final grade

Distributed assessment (for students who have 75% class attendance)

The assessment is based on a written practical work in group in the form of an article resulting from the fieldwork/laboratory carried out in a small group - has a weighting of 50%.
The writing of an individual Research Diary, with reflections on the lessons and the exploratory research work carried out - has a weighting of 50%.

Examinations or Special Assignments

The students, in situations foreseen by the legislation and regulations in force, who do not attend classes in their entirety or the minimum required (75% of the classes foreseen), should contact the teacher of the subject in September, preferably in the first class, to clarify the mobility of alternative assessment.
In these cases, and for the normal and appeal season, the evaluation will be
1 - Final exam in person - power of 60%.
2 - Delivery of an individual written essay around a research problem, mobilising bibliography and themes of the syllabus taught in class - 40% weighting

For all the special evaluation periods planned or to be determined during the academic year by the competent bodies the assessment will be
Final examination - 100% weighting

Internship work/project

n.a

Special assessment (TE, DA, ...)

The students, in situations foreseen by the legislation and regulations in force, who do not attend classes in their entirety or the minimum required (75% of the classes foreseen), should contact the teacher of the subject in September, preferably in the first class, to clarify the mobility of alternative assessment.
In these cases, and for the normal and appeal season, the evaluation will be
1 - Final exam in person - power of 60%.
2 - Delivery of an individual written essay around a research problem, mobilising bibliography and themes of the syllabus taught in class - 40% weighting

For all the special evaluation periods planned or to be determined during the academic year by the competent bodies the assessment will be
Final examination - 100% weighting

Classification improvement

Students can attempt to get a better mark, through a final exame (100%)

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.