HTP003 Educational Research Methodology

Faculty of Education
Spring 2022
Extent and Intensity
0/0/10. 6 credit(s). Type of Completion: zk (examination).
Teacher(s)
prof. PhDr. Tomáš Janík, Ph.D., M.Ed. (lecturer)
doc. Mgr. Petr Najvar, Ph.D. (lecturer)
Guaranteed by
prof. PhDr. Tomáš Janík, Ph.D., M.Ed.
Department of Music – Faculty of Education
Contact Person: doc. PhDr. Marek Sedláček, Ph.D.
Supplier department: Institute for Research in School Education – Faculty of Education
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The course provides an introduction into fundamental ways of inquiry in educational science. Doctoral students are confronted with following issues: object, method, language, theory, knowledge, etc. in educational science. They should understand the specific nature of quantitative and qualitative methodology a be able to propose a research project in their field of study.
Learning outcomes
After completing the course, the student is able:
- to acknowledge the specific nature of ways of inquiry in educational science;
- to reflect challenges linked with constituting the field of study and research methodology in educational science;
- to grasp the phenomena of educational reality through the language of education;
- to differentiate various types of research and research design;
- to propose and justify his/her own research project;
- to reflect a follow methodological standard in the field.
Syllabus
  • To understand (Verstehen) and to explain (Erklären) as fundamental ways of inquiry in educational science: "Geisteswissenschaften" and "Science" and their methodology: hermeneutic/idiographis and nomotetic approach.
  • Constituting the field of study in Educational Science: evolving Philosophy of Education, Educational Science, and Practical Pedagogy.
  • Educational Science in cooperation with Philosophy, Sociology, Psychology ... and concequences for methodology – developing of interdisciplinarity and transdisciplinarity.
  • Theory and practice realitions and the nature of pedagogical knowledge: layman knowledge, practical professional knowledge, research-based knowledge; desriptive knowledge, explanatory knowledge, evaluative knowledge, knowledge for change, knowledge for improvement.
  • The language of education and Educational Science: words and terminology at the edge of natural language, professional language, and scientific language.
  • Types of research in Educational Science: basic and applied research and development, quantitative and qualitative research, strategic and action research, monodisciplinary and interdisciplinary research, laboratory and field research, transversal and longitudinal research etc.
  • Research designs typical for Educational Science:: experiment, action research, case study, video study, questioning etc.
  • Planning, realizing and evaluating research in Educational Science.
  • Standards of (methodological) quality of inquiry in Educational Science.
Literature
    required literature
  • Najvar, P., Najvarová, V., Janík, T. & Šebestová, S. (2011). Videostudie v pedagogickém výzkumu. Brno: Paido.
  • Disman, M. (1993). Jak se vyrábí sociologická znalost. Praha: Karolinum.
  • Maňák, J., Švec, V., & Švec, Š. (Eds.), (2005). Slovník pedagogické metodologie. Brno: Paido.
  • Švec, Š. et al. (2009). Metodologie věd o výchově. Kvantitativně-scientistické a kvalitativně-humanitní přístupy v edukačním výzkumu. Brno: Paido.
  • Fajkus, B. (2005). Filosofie a metodologie vědy. Vývoj, současnost a perspektivy. Praha: Academia.
  • Tippelt, R. & Schmidt, B. (Eds.), (2010). Handbuch Bildungsforschung. Wiesbaden: Verlag für Sozialwissenschaften.
  • Brezinka, W. (2001). Východiska k poznání výchovy. Úvod k základům vědy o výchově, k filozofii výchovy a k praktické pedagogice. Brno: L. Marek.
  • Pelikán, J. (2011). Základy empirického výzkumu pedagogických jevů. Praha: Karolinum.
  • Hendl, J. (2005). Kvalitativní výzkum. Praha: Portál.
  • Gavora, P. (2010). Úvod do pedagogického výzkumu. Brno: Paido.
  • Janíková, M. & Vlčková, K. et al. (2009). Výzkum výuky: tematické oblasti, výzkumné přístupy a metody. Brno: Paido. (kap. 1 a 2).
  • Ondrejkovič, P., & Majerčíková, J. (2012). Vysvetlenie, porozumenie a interpretácia v spoločenskovednom výskume. Bratislava: VEDA.
  • Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks: Sage.
  • Creswell, J. W. (2001). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River: Pearson/Merrill Prentice Hall.
Teaching methods
lecturing, discussing, project proposing and justifying
Assessment methods
Evaluation of the dissertation project in written form and oral examination of methodological knowledge and skills.
Language of instruction
Czech
Further Comments
The course can also be completed outside the examination period.
The course is taught annually.
The course is also listed under the following terms autumn 2020, Spring 2021, Autumn 2021, Autumn 2022, Spring 2023, Autumn 2023, Spring 2024, Autumn 2024, Spring 2025.
  • Enrolment Statistics (Spring 2022, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2022/HTP003