PdF:SKPC002 Educational Research Methodolo - Course Information
SKPC002 Educational Research Methodology
Faculty of Educationautumn 2020
- Extent and Intensity
- 0/0/0. 15 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.
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 - 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
- School pedagogy (programme PdF, D-SKPED) (2)
- 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/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 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
- Brezinka, W. (2001). Východiska k poznání výchovy. Úvod k základům vědy o výchově, k filozofii výchovy a k praktické pedagogice. Brno: L. Marek.
- Švaříček, R., & Šeďová, K. et al. (2007). Kvalitativní výzkum v pedagogických vědách. Praha: Portál.
- Creswell, J. W. (2001). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River: Pearson/Merrill Prentice Hall.
- Švec, Š. et al. (2009). Metodologie věd o výchově. Kvantitativně-scientistické a kvalitativně-humanitní přístupy v edukačním výzkumu. Brno: Paido.
- Gavora, P. (2010). Úvod do pedagogického výzkumu. Brno: Paido.
- 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.
- Hendl, J. (2005). Kvalitativní výzkum. Praha: Portál.
- Pelikán, J. (2011). Základy empirického výzkumu pedagogických jevů. Praha: Karolinum.
- Najvar, P., Najvarová, V., Janík, T. & Šebestová, S. (2011). Videostudie v pedagogickém výzkumu. Brno: Paido.
- Maňák, J., Švec, V., & Švec, Š. (Eds.), (2005). Slovník pedagogické metodologie. Brno: Paido.
- Fajkus, B. (2005). Filosofie a metodologie vědy. Vývoj, současnost a perspektivy. Praha: Academia.
- recommended literature
- Disman, M. (1993). Jak se vyrábí sociologická znalost. Praha: Karolinum.
- Janíková, M. & Vlčková, K. et al. (2009). Výzkum výuky: tematické oblasti, výzkumné přístupy a metody. Brno: Paido. (kap. 1 a 2).
- Tippelt, R. & Schmidt, B. (Eds.), (2010). Handbuch Bildungsforschung. Wiesbaden: Verlag für Sozialwissenschaften.
- 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
- Study Materials
The course can also be completed outside the examination period.
The course is taught each semester.
The course is taught: in blocks. - Listed among pre-requisites of other courses
- Enrolment Statistics (autumn 2020, recent)
- Permalink: https://is.muni.cz/course/ped/autumn2020/SKPC002