SODA003 Methodology of Scientific Work in Education 1

Faculty of Education
Spring 2025
Extent and Intensity
0/0/0. 4 credit(s). Type of Completion: k (colloquium).
Teacher(s)
prof. PhDr. Tomáš Janík, Ph.D., M.Ed. (lecturer)
Guaranteed by
prof. PhDr. Tomáš Janík, Ph.D., M.Ed.
Institute for Research in School Education – Faculty of Education
Contact Person: Mgr. Jana Veličková, Ph.D.
Supplier department: Institute for Research in School Education – Faculty of Education
Prerequisites
The subject is designed as a mandatory in the PhD study programme of Social Education.
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
Course objectives
The course provides an introduction into fundamental ways of inquiry in educational science, with respect to social pedagogy. Doctoral students are confronted with the following issues: object, method, language, theory, knowledge, etc. in educational science. Doctoral students will apply this knowledge in the field of academic research, but also in the field of everyday educational reality.
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 conceive and write an overview study related to the topic of the dissertation.
Syllabus
  • To understand (Verstehen) and to explain (Erklären) as fundamental ways of inquiry in educational science: "Geisteswissenschaften" and "Science" and their methodology: hermeneutic/idiographic and nomothetic 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 consequences for methodology – developing of interdisciplinarity and transdisciplinarity.
  • Theory and practice relations and the nature of pedagogical knowledge: layman knowledge, practical professional knowledge, research-based knowledge; descriptive 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 language of scientific disciplines (Educational Science, Foreign Language Didactics, Applied Linguistics).
Literature
    required literature
  • CRESWELL, John W. and Cheryl N. POTH. Qualitative inquiry & research design : choosing among five approaches. Fourth edition. Los Angeles: SAGE, 2018, xxv, 459. ISBN 9781506361178. info
  • MEYERS, Lawrence S., Glenn GAMST and A. J. GUARINO. Applied multivariate research : design and interpretation. 2nd ed. Los Angeles :: SAGE, 2013, xx, 1078. ISBN 9781412988117. info
  • DE VAUS, D. A. Research design in social research. 1st pub. London: Sage Publications, 2001, xvii, 279. ISBN 9780761953463. info
    recommended literature
  • Tippelt, R. & Schmidt, B. (Eds.), (2010). Handbuch Bildungsforschung. Wiesbaden: Verlag für Sozialwissenschaften.
  • A handbook for social science field research : essays & bibliographic sources on research design and methods. Edited by Ellen Perecman - Sara R. Curran. Thousand Oaks: SAGE Publications, 2006, xxvi, 254. ISBN 141291681X. info
Teaching methods
lecturing, discussing, mapping the state of the art.
Assessment methods
Colloquium: Evaluation of the state of the art (review).
Language of instruction
English
Further Comments
The course is taught annually.
The course is also listed under the following terms Autumn 2023, Spring 2024, Autumn 2024.
  • Enrolment Statistics (recent)
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