SOp210 Methods of pedagogical research

Faculty of Education
Autumn 2019
Extent and Intensity
0/2/0. 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 of Seminar Groups
SOp210/01: Mon 9:00–10:50 učebna 34, J. Němec
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%.
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
Course objectives
At the end of the 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 methods of pedagogical research.
Learning outcomes
At the end of the 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 methods 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
    required literature
  • HENDL, Jan. Přehled statistických metod : analýza a metaanalýza dat. 3., přeprac. vyd. Praha: Portál, 2009, 695 s. ISBN 9788073674823. info
  • DISMAN, M. Jak se vyrábí sociologická znalost: příručka pro uživatele. 3. vyd. Praha: Karolinum, 2000, 374 pp. ISBN 80-246-0139-7. info
  • PELIKÁN, Jiří. Základy empirického výzkumu pedagogických jevů. Praha: Karolinum, 1998, 270 s. ISBN 9788071845690. info
  • KERLINGER, Freed N. Základy výzkumu chování : pedagogický a psychologický výzkum : Foundations of behavioral research : educational and psychological inquiry (Orig.). Translated by V. Smékal. Vyd. 1. Praha: Academia, 1972, 705 s. info
    recommended literature
  • WALKER, Ian. Výzkumné metody a statistika : z pohledu psychologie. Edited by Nigel Holt - Robert Lewis, Translated by Ondřej Novák. Vydání 1. Praha: Grada, 2013, 218 stran. ISBN 9788024739205. info
  • GAVORA, Peter. Tvorba výskumného nástroja pre pedagogické bádanie. Prvé vydanie. Bratislava: Slovenské pedagogické nakladateľstvo, 2012, 119 stran. ISBN 9788010023530. info
  • CHRÁSTKA, Miroslav. Metody pedagogického výzkumu (Methods of educational research). 1st ed. Praha: Grada, 2007, 263 pp. ISBN 978-80-247-1369-4. info
  • SZTOMPKA, Piotr. Vizuální sociologie : fotografie jako výzkumná metoda. Translated by Jiří Ogrocký. Vyd. 1. Praha: Sociologické nakladatelství, 2007, 168 s. ISBN 9788086429779. info
  • 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
  • Základy sociologického výzkumu. Edited by Alois Surynek - Růžena Komárková - Eva Kašparová. 1. vyd. Praha: Management Press, 2001, 160 s. ISBN 80-7261-038-4. info
  • Úvod do metodologie psychologického výzkumu :jak zkoumat lidskou duši. Edited by Ján Ferjenčík - Petr Bakalář. 1. vyd. Praha: Portál, 2000, 255 s. ISBN 80-7178-367-6. 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
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 of 75%.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Teacher's information
http://moodlinka.ics.muni.cz/course/view.php?id=2426
The course is also listed under the following terms Autumn 2017, Autumn 2018, autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023.
  • Enrolment Statistics (Autumn 2019, recent)
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