Educational Research Seminar

Objectives

A. To understand the importance of research in the context of education and teaching;

B. To apprehend the steps in planning education research;

C. To distinguish research methodologies and acquire basic skills for their analysis and selection;

D. To know the methods / instruments of data collection and some of its procedures in research;

E. To understand the importance of ethics in educational research;

F. To develop investigative skills in practical work proposals.

Program

1. Educational Research;

2. Styles of educational research;

3. Framework for planing research 4. Choice of theme and framing of the problem;

5. Definition of the starting question and study objectives;

6. Construction and operationalization of the analysis model;

7. Choice of participants - study sample;

8. Analysis of ethical issues in research;

9. Basic instruments and procedures for data colletion - Questionnaire, Interview and Observation;

10. Basic strategies for quantitative and qualitative data analysis;

11. Writing of the final report and rules for references.

Teaching Methodologies

This curricular unit, with a seminar nature, has a practical application purpose. It is intended that students learn the most appropriate methodologies, methods, strategies and research techniques and, in parallel, apply them to their professional internship contexts in their specialty teaching. Students will be an active part of the process of developing the seminars, as their organization will meet their training needs and investigative interests. The assessment at the curricular unity (CU) is exclusively continuous, and focuses on the following parameters:

1. Small group works, presented in a seminar, analysis the themes and reflection – 60%;
2. Individual work, planning and report development – 40%.

For each work, the teacher will define, together with the students, the characteristics of the work(s) to be carried out and the evaluation parameters.

Bibliography

Anderson, G. (1990). Fundamentals of Educational Research. London: The Falmer Press.

Bogdan, R. & Biklen, S. (1994). Investigação Qualitativa em Educação. Uma Introdução à teoria e aos métodos. Porto: Porto Editora.

Campenhoudt, L.V.; Quivy, R. & Marquet, J. (2019). Manual de Investigação em Ciências Sociais. 2.ª Edição. Lisboa: Coleção Trajetos.

Cohen, L.; Manion, L. & Morrison, K. (2007). Research Methods in Education. 6th Edition. New York: Routlege.

Coutinho, C. Pereira (2014). Metodologia de Investigação em Ciências Sociais e Humanas.. Braga: 2.ª Edição. Coimbra: Almedina.

Cohen,L., Manion, L., Morrison, K (2007). Research Methods in Education. 6th Edition. New York: Routlege.

De Ketele, J.M. & Roegiers, X.(1999). Metodologia de Recolha de Dados. Lisboa: Instituto Piaget.

Gonçalves, S.P., Gonçalves, J.P. & Marques, C.G. (2021). Manual de Investigação Qualitativa - Conceção, Análise e Aplicações. 1.ª Edição. Lisboa: Ed. PACTOR.

Huot, R. (2002). Métodos Quantitativos para as Ciências Humanas. Lisboa: Instituto Piaget.

Lima, J. A. & Pacheco, J.A. (2006). Fazer Investigação. Porto: Porto Editora.

Ludke, M. & André, M.E.D.A. (1986). Pesquisa em Educação: Abordagens Qualitativas. São Paulo: Editora Pedagógica Universitária.

Quivy, R. & Campenhoudt, L.V. (1998). Manual de Investigação em Ciências Sociais. 2.ª Edição. Lisboa: Gradiva.

Tuckman, B.W. (2014). Manual de Investigação em educação: metodologia para conceber e realizar o processo de investigação científica. Lisboa: Ed. Fundação Calouste Gulbenkian

Vilelas, J. (2020). Investigação - O Processo de Construção de Conhecimento. 3.ª Edição. Lisboa: Edições Sílabo.