Degree | Type | Year | Semester |
---|---|---|---|
2500260 Social Education | OB | 2 | A |
2500261 Education Studies | OB | 2 | A |
There are no specific requirments.
The purpose of this subject is to give a basic and applied vision of educational research’s approaches and processes and also about the collection, treatment, analysis and interpretation of the data, using specific software.
In the last years, the need and importance of the research in the area of the Sciences of the Education and Social Sciences has increased. Thus, this subject is of prime importance to configure the professional profile of a pedagogue and social educator due to one of the fundamental functions refers to the capacity to research, evaluate and innovate.
On the other hand, is promoted the capacity to analyze, to teamwork, to use specific software and to interpret the data gathered from socioeducational contexts. Among all, the knowledge that will be provided, will be used in many other subjects that also develop or analyze researches.
With all, the contribution of this subject to the professional profiles to whom it is oriented is justified.
The objectives to be achieved, are:
BLOCK A (4 ECTS)
Construction and development of scientific knowledge in education. Research epistemology and methodology:
BLOCK B (8 ECTS)
Techniques and tools of quantitative and qualitative data collection and registration.
Quantitative analysis of socioeducational variables:
Qualitative analysis of socioeducational variables:
Virtual in large group: Asynchronous exposure through videos by the teachers of the contents and basic questions of the syllary. It is done for the entire class group and allows the exhibition of the main contents through an open and active participation by the students in different discussion forums.
Seminars and lab practices: Working spaces with reduced groups (1/2 of the whole group) supervised by the professor. Through the data analysis, the analysis of documents, case studies and various activities, the students will examine in depth the contents approached in in-class sessions.
Evaluation activities: Activities to verify and grade the achievements through the works and tests.
Autonomous activities: Self-managed activities to acquire competencies through a self-regulated learning.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Large group | 60 | 2.4 | 2, 5, 6, 4, 1 |
Seminars and Laboratory | 30 | 1.2 | 3, 2, 5, 8 |
Type: Supervised | |||
Activities supervised | 60 | 2.4 | 3, 2, 5, 7 |
Type: Autonomous | |||
Activity autonomy | 150 | 6 | 2, 5, 6, 7 |
To pass the subject the minimum final grade of each block will be no less than 5. The final grade will be the calculation of the weighted mean of each block (block A and block B).
The students who along the subject have been doing a continuous work, and even though, still have an under 5 graded block, will have the chance to be re-assessed within the course period.
At the end of each block, there will be an evaluation test, except for block B for the quantitative part, where there will be 2 tests.
At the end of the course, those students who have not passed any of the tests will be able to demand to be re-examined. Those tests will be graded 6 as a maximum qualification, except in the case of those students with a pass that wish to obtain a better grade.
In order to participate in the recovery the student must have been previously evaluated in a set of activities the weight of which is equivalent to a minimum of two thirds of the total grade of the subject or module.
In order to participate in remedial work, the teacher responsible for the subject or module may require a minimum grade of 3.5
Students who repeat a course may request, at the beginning of the course, only a final summary evaluation
The final presentation of the investigation project will happen the qualitative test, although there will be partial presentations at the end of each block. The final presentation of the research project cannot be recovered
The resto of activities, practices and study cases will be distributed along the subject. Each will be temporized with a submittion deadline that will be accurately informed at the beginningof thecourse. In case anystudent is willing to review thegrade, would have to do so within the following 15 days after the feedback, in tutoring time.
It is needed to submit every activity proposed by the professor, it is a mandatory requirement to be assessed.
Total or partial plagiarism of any exercises, work, practices or tests will be considered “fail” of the subject.
The attendance to the classes is necessary and professors will follow-up.
Professors will establish the dynamitzation, follow-up and evaluation of the groupal work apropiate for each moment.
It is needed to have a teaching-like attitude to pass the subject. Some of the competences are: active listening, respect, cooperation, empathy, punctuality, non judging attitude, argumentation, appropriate us of the cellphone.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Evidence 1. THEORY. Exam Block A (individual) | 10% | 0 | 0 | 2, 6, 4, 1 |
Evidence 1. THEORY. Exam Block B (individual) | 30% | 0 | 0 | 3, 2, 5, 7, 8, 1 |
Evidence 2. PRACTICE. Compilation of the practices of Block A (individual and group) | 5% | 0 | 0 | 2, 5, 6, 4 |
Evidence 2. PRACTICE. Compilation of the practices of Block B (individual and group) | 15% | 0 | 0 | 3, 2, 5 |
Evidence 3. Working group that will be developed throughout the academic year referred to Blocks A and B | 40% | 0 | 0 | 3, 2, 5, 6, 8 |
Methodology
Albert, M. J. (2007). La investigación educativa. McGraw-Hill.
Alvira, F. (2011). La encuesta: una perspectiva general metodológica. CIS.
American Psychological Association (APA) (2019). Concise guide to APA style (7a ed.). APA.
Arnal, J., del Rincón, D., & Latorre, A. (1992). Investigación educativa: fundamentos y metodología. Labor.
Arnau, L., & Sala, J. (2020). La revisión de la literatura científica: pautas, procedimientos y criterios de calidad. DDD. Available in: https://ddd.uab.cat/record/222109
Ballestín, B., & Fàbregues, B. (2018). La práctica de la investigación cualitativa en ciencias sociales y de la educación. UOC.
Bisquerra, R. (Coord.) (2004). Metodología de la investigación educativa. La Muralla.
Bryman, A. (2016). Social research methods (6th ed.). OUP.
Celigueta, G., & Solé, J. (2014). Etnografía para educadores. UOC.
Corbetta, P. (2007). Metodología y técnicas de investigación social. McGraw-Hill.
Del Rincón, D., Arnal, J., Latorre, A., & Sans, A. (1995). Técnicas de investigación en ciencias sociales. Dykinson.
Fàbregues, S., Meneses, J., Rodríguez-Gómez, D., & Paré, M. H. (2016). Técnicas de investigación social y educativa. UOC.
García Ferrando, M., & Escobar, M. (2017). Socioestadística. Introducción a la estadística en sociología (2nd ed.). Alianza.
Hernández-Sampieri, R., & Mendoza, C. (2018). Metodología de la Investigación. Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill.
Jariot, M., Merino, R., & Sala, J. (Coord.) (2010). Les pràctiques d'educació social. Eines per al seu desenvolupament. Servei de publicacions UAB.
Jhangiani, R. S., Chiang, I. A., Cuttler, C., & Leighton, D. C. (2019). Research Methods in Psychology (4th edition). KPU Open Education. Available in: https://kpu.pressbooks.pub/psychmethods4e/
León, O., & Montero, I. (2015). Métodos de investigación en psicología y educación: las tradiciones cuantitativa y cualitativa (4th ed.). McGraw-Hill.
McMillan, J. H., & Schumacher, S. (2010). Research in education: evidence-based inquiry (7th ed.). Pearson
Mendia Azkue, I., Luxán, M., Legarreta, M., Guzmán, G., Zirion, I., & Azpiazu Carballo, J. (eds.) (2014). Otras formas de (re)conocer. Reflexiones, herramientas y aplicaciones desde la investigación feminista. Hegoa.
Mertens, D. M. (2015). Research and evaluation in education and psychology: integrating diversity with quantitative, qualitative, and mixed methods (5th ed.). SAGE.
Opie, C., & Brown, D. (Eds.) (2019). Getting started in your Educational Research. Sage.
Sala, J., & Arnau, L. (2014). El planteamiento del problema, las preguntas y los objetivos de la investigación: criterios de redacción y check list para formular correctamente. DDD. Available in: https://ddd.uab.cat/record/126350
Sandín, M. P. (2013). Investigación cualitativa en educación: fundamentos y tradiciones. McGraw-Hill.
Stevens, S. S. (Ed.) (2018). Stevens’ Handbook of experimental psychology and cognitive neuorscience (4th ed.). Wiley.
Van Manen, M. (2003). Investigación educativa y experiencia vivida: ciencia humana para una pedagogía de la acción y la sensibilidad. Idea Books.
Data analysis
Botella, J., Suero, M., & Ximénez, C. (2001). Análisis de datos en Psicología I. Pirámide.
Elousa, P. & Etxeberria, J. (2012). R Commander. Gestión y análisis de datos. Cuadernos de estadística 40. La Muralla.
Gibbs, G. (2012). El análisis de datos cualitativos en investigación cualitativa. Morata.
Gil, J., Diego, J. L., García, E., & Rodríguez, G. (1997). Problemas de estadística aplicada a las ciencias de la educación. Kronos.
Jariot, M. (2010). L’anàlisi quantitativa. In Jariot, M., Merino, R., & Sala, J. (Coord.), Les pràctiques d'educació social. Eines per al seu desenvolupament (pp. 143-152). Servei de publicacions UAB.
López-Roldán, P., & Lozares, C. (1999). Anàlisi bivariable de dades estadístiques. Servei de publicacions UAB.
López-Roldán, P., & Lozares, C. (2000). Anàlisi multivariable de dades estadístiques. Servei de publicacions UAB.
Mateo, J. M. (2011). Estadística pràctica pas a pas. Publicacions URV. Available in: http://llibres.urv.cat/index.php/purv/catalog/view/22/22/57-1
Pardo, A., & San Martín, R. (2004). Análisis de datos en Psicología II. Pirámide.
Pérez, R., García, J. L., Gil, J. A., & Galán, A. (2009). Estadística aplicada a la educación. Pearson.
Ritchey, F. J. (2008). Estadística para las ciencias sociales. McGraw-Hill.
Rodríguez Parrón, M. (2010). L’anàlisi qualitativa. In Jariot, M., Merino, R., & Sala, J. (Coord.), Les pràctiques d'educació social. Eines per al seu desenvolupament (pp. 153-159). Servei de publicacions UAB.
Throughout the course other books, articles and documents will be suggested to expand and/or deepen the different topics addressed.
In each block the teacher can propose compulsory readings