PdF:SV4MP_VYZM Methods of ped. research - Course Information

SV4MP_VYZM Methods of pedagogical research

Extent and Intensity

2/0/0. 5 credit(s). Type of Completion: zk (examination).

Teacher(s)

doc. PhDr. Jiří Němec, Ph.D. (lecturer)

Guaranteed by

doc. PhDr. Jiří Němec, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Mgr. Kateřina Štěpařová
Supplier department: Department of Social Education – Faculty of Education

Timetable

Mon 14:50–16:30 učebna 34

Prerequisites (in Czech)

Předmět navazuje na odborné metodologické znalosti a dovednosti z bakalářského studia. Podmínkou ukončení je vypracování všech seminárních úkolů a jejich úspěšná obhajoba, zdařilé napsání písemného testu na 75%. Studenti, kteří zdárně napíší test postupují k ústní zkoušce.

Course Enrolment Limitations

The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 30 student(s).
Current registration and enrolment status: enrolled: 0/30, only registered: 0/30

fields of study / plans the course is directly associated with

• Social and Free Time Education (programme PdF, N-PD)

Course objectives

At the end of course, the students should be able to Understand the principles of the quantity and quality research methods Basic analysis (basic analysis included) To know how to interpret the collected data Project simple quantity and quality researches The subject introduces the students to basic of scientific work and possible use of basic methodes of pedagogical research.

Syllabus

• Themes of students works: 1. Didactical transformation of metodological problem In the beginning of the semester students choose one of offered metodological themes – problems, which they expertly elaborate icluding the didactical transformation. Each sstudent (pair of students) elaborates different theme according to list. The work has a range of 8000 marks including the gaps. Students elaborate scientific special text on the base of studying of specialized sources. All used sources they name in literature list, whereas they observe formal fundamentals and norms. The part of the work is multimedial presentation - powerpoint, tables, photos, videos etc. 2. Focus research Research of social pedagogic phenomeons (two semestral project) Seminary exercise will be a part of defend in the subject Research of social phenomeons in spring semester. Each student (group of students- max. 2 – 3) will try to intimate approach of chosen social pedagogic theme on the base of deep quantitative research. Students will collect adecvate thoretical knowledges about the given phenomeon and a great number of qualitative material (photodocumentation, video, interviews etc.) and they will try to create a focused social pedagogic document, which describes and explains in detail behaving of certain group of people or individuals. In the frame of the first semester students collect documents from given area and they prepare research design and script. The condition for ending of the first part is presentation of the project, in which is comprehensibly formulated the problem of the research, theoretical study on given problem, research design (detailed procedure how they will process the project) and script to which accorded will the final project arise. 3. Life as in film What do the art and the research have in common? What do the story of main hero and real human who is the subject of our research have in common? What does the virtual hero and real human go through, how does he make decissions, how does he behave? In seminary excercise the students will try to compare chosen story of film hero, novel etc. with the life of a real human. 4. Project of diploma work. This task is a part of individual subject. Students defend the project in the frame of studies of methodology. 5. Social pedagogic phenomeons on numbers Students choose on of offered areas for small quantitative probe. The sense of the project is to collect data, their classification and statistic analysis and interpretation. Students suggest from which area they will try to collect the data ( it is also possible to use existing data files), they will suggest one of possible statistic analysis, they will describe and interpret outcomes of the analysis. Thematical areas of counsels and individual studies 1) Introduction to basics of methodology (basic terms) Relationship between the methodology and social pedagogic. Methodology and research of social pedagogic reality (difference between natural and individual reality). Methodological tools and aims of cognition (epistémé, techné, doxa). Experience and empirical methodes. Methodes of hermeneutic. Qualitative and quantitative methodes. Analytical thinking (statistical, causal, historiographical, data files, characters files, operacionalism, work with data etc.) 2) Paradigms in methodology as social phenomeon Changes of scientific paradigm: positivism (social positivism), darwinism (social darwinism), behaviorism, pragmatism, existencionalism, marxism, socialism, system (structural) models, realism, empirism, phenomenology etc. Personal experience – random data. Empirism, probability. Paradigm in padagogics and social pedagogics methodology. 3) Metodological and special text Forms of special communication, conception of themes interpretation, special article, study, special communication, essay, review, annotation, seminary project, diploma work, research work etc. 4) Qualitative methodes, pedagogical and social phenomeons Identification of social pedagogic phenomenons. Social behaving and influences of eucation and culture. Variability of social reality. Files of social knowledges, spreading of data, characteristics and their intrpretation. Qualitative methodes and theories, its social conception. Legwork. Conception of category and its coding, dimension. Paradigmatical model of qualitative research. Relationships between categories, contextual conditions of observing. Inductive a deductive procedures. Theoretical frames – conceptualization of story. Basis of qualitative research. Principles of qualitative research: research problem, sources of research problems, formulation of research questions. Theoretical sensitivity, definition and its sources (relationship between creativity and science), work with literature, definition of terms. Procedures of coding, open coding (definition, procedures, marking of phenomeons, creation of categories and their naming, developing of their characteristics and dimensions, possible records), axial coding (definition, paradigm, pheomeon, causal conditions, context, intervening conditions, consquencies, connecting a developing of categories according to paradigm), selective coding, definition, presenation of story skeleton and identification, description and conceptualisation, relationship of categories to central category, gouping of categories, anchoring of theory. Process in anchored theory, induction and deduction, processes function, process interpreted to stages or phases. Help procedures, records and diagrams, presentation of research, scientific rules and qualitative research. 5) Quantitative mthodes and research of pedagogical and social phenomeons Observing Rating Interview (inquiry) Dialogue, interwiev, chat Projective methodes Contentual analysis Semantical methodes Methodes of social relationships measuring Q-methodology Tests Tests of knowledges and skills Experiment 6) Statistical processing and interpretation of data, basics of software Statistica handling Basic terms – Descriptive and inductive statistic, measures of central tendention, average, modus, modus, decisive perturbation, spread, measure of skew and sharpness, histogram. The skill in using of interpretative procedures on the base of knowledge of descriptive statistic is persumed. Statistic induction – statistical estimates, tests of normality of division, testing of hypothesis, chí-quadrat, t-tests, ko correlative analysis, regressive analysis, analysis of spread. Multidimensional statistic nethodes – analysis of main components, factor analysis, cluster analysis, discriminative analysis.

Literature

• MORGAN, David L. Ohniskové skupiny jako metoda kvalitativního výzkumu. Vyd. 1. Brno: Psychologický ústav Akademie věd, 2001, 99 s. ISBN 80-85834-77-4. info
• GAVORA, Peter. Úvod do pedagogického výzkumu. Translated by Vladimír Jůva. Brno: Paido, 2000, 207 stran. ISBN 8085931796. info
• HENDL, Jan. Úvod do kvalitativního výzkumu. Praha: Karolinum, 1999, 278 s. ISBN 8024600307. info
• STRAUSS, Anselm and Juliet CORBINOVÁ. Základy kvalitativního výzkumu : postupy a techniky metody zakotvené teorie. Vyd. 1. Boskovice: Albert, 1999, 196 s. ISBN 80-85834-60-X. info
• PELIKÁN, Jiří. Základy empirického výzkumu pedagogických jevů. Praha: Karolinum, 1998, 270 s. ISBN 9788071845690. info
• HENDL, Jan. Úvod do kvalitativního výzkumu. 1. vyd. Praha: Karolinum, 1997, 243 s. ISBN 8071845493. info

Teaching methods

public defend of all assigned students projects, class discussion, homeworks

Assessment methods

Students will work on the student work as per instructions of the teacher and will defend the wok in the classes. Final knowledge test is the prerequisites for the oral exam.

Language of instruction

Czech

Further comments (probably available only in Czech)

Study Materials
The course is taught annually.

Teacher's information

http://moodlinka.ped.muni.cz/course/view.php?id=847

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