Education Research I: Epistemology, Basis and Design
Code: 43199 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 4313815 Research in Education | OB | 0 | 1 |
Contact
- Name:
- Diego Castro Ceacero
- Email:
- diego.castro@uab.cat
Use of Languages
- Principal working language:
- spanish (spa)
Other comments on languages
In one-to-one interaction and feedback professors will use Spanish or Catalan depending on the students' individual preferences. Some recommended readings are only available in English.Teachers
- Antoni Santisteban Fernandez
- Emilee Moore de Luca
- Laura Arnau Sabates
Prerequisites
This module is mandatory within the master program.
Objectives and Contextualisation
This module introduces students to epistemology, foundations and design of research in the field of education.
Competences
- Continue the learning process, to a large extent autonomously.
- Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
- Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
- Plan research according to practice-related problems, taking into account theoretical advances in the field of knowledge.
- Recognise and evaluate the potential and limitations of the instruments and strategies.
- Recognise and relate the theoretical, empirical and social aspecys of the specific field of research.
- Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
- Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
- Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
- Work in teams and with teams in the same or interdisciplinary fields.
Learning Outcomes
- Carry out a research project with specific objectives and research questions.
- Continue the learning process, to a large extent autonomously.
- Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
- Efficiently manage data bases and international bibliographical catalogues which enable an adequate review of the theoretical frameworks that support research.
- Evaluate the potential and limitations of the different instruments and strategies for data collection.
- Identify and select research methods most appropriate to the solving of real problems.
- Identify education problems and evaluate the methodological approaches for their solution.
- Identify problems in practice and their importance, interest and suitability in the educational context.
- Identify question, problems and needs of the time in education.
- Identify the theoretical references and their adaptation for interpreting problems that are unique to education research.
- Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
- Judge the ethical limitations of the application of certain methodological strategies.
- Review the role of and potential role of research in the identification of current problems related to education.
- Select theoretical frameworks of reference to establish those which orientate the research.
- Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
- Understand and respect the ethical and deontological principles of carrying out educational research in the recording and analysis of data and the treatment of participants in the research.
- Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
- Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
- Work in teams and with teams in the same or interdisciplinary fields.
Content
• Introduction to research in education: meaning, contexts and objects:
- Epistemological / philosophical Framework for Educational Research
- Educational research and scientific method. The nature of scientific knowledge.
- Research paradigms
- Emerging Paradigms.
- Quantitative and qualitative methods in educational research. The methodological complementarity: mixed methods.
• Defining the problem, theoretical and contextual frameworks
- Delimitation of the problem. From the identification of the issue/topic to the research question
- The problem in its theoretical context. The review of the literature: theoretical references and information sources.
• The research design:
- Decision-making: design and project implementation
- Phases of the research process
- The research project
• Ethical and deontological aspects in the process of educational research
Methodology
The recommendations on gender perspective and inclusion will be pursued.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Lectures | 20 | 0.8 | |
| One-to-one and group tutorials | 12 | 0.48 | |
| Personal study activities, complementary readings, case studies, search for further information | 78 | 3.12 | |
| Workshops / Class exercises | 12 | 0.48 | |
| Type: Supervised | |||
| Final Module paper (readings, final written paper) | 24 | 0.96 | |
| Public oral presentation | 4 | 0.16 |
Assessment
The evaluation of the module will be carried out through the activities indicated.
The final grade will be the weighted average of the planned activities. In order to apply this criterion, it will be an essential requirement to obtain at least 4 in each one of the planned evaluation activities.
The final presentation of research study project will happen after the completion of the module. The rest of activities will be distributed along the module. Each activity will be temporized with a submitting deadline that will be accurately informed at the beginning of the module.
The return and follow-up of the activities that are part of the qualification will be given in less than three weeks. The student who wants to review the mark must do so within 15 days of its publication in the tutoring schedule that the teaching staff has established for this subject and that is part of the program of this module.
Class attendance is mandatory. In order to obtain a positive final assessment, students must have attended a minimum of 80% of the classes.
The copy or plagiarism, both in the case of work and in the case of exams, is a crime that involves suspending the subject. A job, activity or test will be considered "copied" when reproduces all or part of the work of one / another partner. It will be considered that a work or activity is "plagiarized" when a part of a text by an author is presented as its own without citing the sources, regardless of whether the original sources are paper or digital.
It’s necessary for the student to show a good general communicative competence, both orally and in writing, and a good command of the vehicular language or languages that appear in the teaching guide. Therefore, in all activities (individual or in group), linguistic correction, writing and formal aspects of presentation will be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts.An activity can be returned (not evaluated) or failed if the teaching staff considers that it does not meet these requirements. In addition, before submitting any activity or exam, the student must verify that he or she has correctly written the sources, notes, citations and bibliographic references following the APA regulations.
Our teaching approach and assessment procedures may be altered if public Health authorities impose new restrictions on public gatherings for COVID-19.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Attendance and participation in sessions | 10% | 0 | 0 | 5, 16, 3, 1, 6, 7, 15, 2, 19 |
| Classroom activities | 20% | 0 | 0 | 1, 8, 17, 12, 13 |
| Final report | 40% | 0 | 0 | 16, 3, 9, 7, 10, 12, 4, 11, 15, 14, 18 |
| Presentation and monitoring of work | 30% | 0 | 0 | 5, 3, 1, 17, 4, 11, 15, 13, 19 |
Bibliography
Albert, M.J. (2007). La investigación Educativa. McGraw Hill
American Psychological Association. (2019). Concise Guide to APA Style (7th Edition). American Psychological Association.
Arnal, J., Del Rincón, D., & Latorre, A. (1992). Investigación educativa. Labor.
Arnau, L., & Sala, J. (2020). La revisión de la literatura científica: pautas, procedimientos y criterios de calidad. DDD: https://ddd.uab.cat/record/222109
Bericat, E. (1998). La integración de los métodos cuantitativo y cualitativo en la investigación social. Ariel.
Bisquerra, R. (coord.) (2004). Metodología de la investigación educativa. La Muralla.
Carr, W., & Kemmis, S. (1988). Teoría crítica de la enseñanza. Barcelona. Martínez Roca.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th edition). Taylor & Francis
Creswell J.W., & Creswell, J.D. (2018). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. SAGE Publications
Chalmers, A.F. (1989). ¿Qué es esa cosa llamada ciencia?. Siglo XXI.
Denzin, N. K. (2008). The new paradigm dialogs and qualitative inquiry. International Journal of Qualitative Studies in Education, 21(4), 315–325.
Feyerabend, P. (1986). Tratado contra el método. Tecnos.
Gadamer, H.G. (2001). Verdad y método. Sígueme.
Gadamer, H.G. (2002). Verdad y método II. Sígueme.
Habermas, J. (1982). Conocimiento e Interés. Ed. Taurus
Habermas, J. (1990). La lógica de las ciencias sociales. Tecnos.
Hernández, R., Fernández, C. & Baptista, P. (2014). Metodología de la investigación. McGraw-Hill.
Hernandez-Sampieri, R., & Mendoza, C. (2020). Metodología de la Investigación. Las rutas cuantitativa, cualitativa y mixta. McGraw Hill Educación
Jhangiani, R. S., Chiang, I. A., Cuttler, C., & Leighton, D. C. (2019). Research Methods in Psychology (4a ed.). KPU Open Education. Available on: https://kpu.pressbooks.pub/psychmethods4e/
Kuhn, T. S. (1987). La estructura de las revoluciones científicas. FCE.
Lakatos, I. (1989). La metodología de los programas de investigación científica. Alianza.
Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford Publications.
León, O., & Montero, I. (2015). Métodos de investigación en psicología y educación: las tradiciones cuantitativa y cualitativa. McGrawHill.
McMillan, J. H., & Schumacher, S. (2010). Research in education: evidence-based inquiry. Pearson
McKenney, S., & Reeves, T. C. (2018). Conducting educational design research. Routledge.
Mertens, D.M., & Ginsberg, P.E. (Eds.) (2009).The Handbook of Social Research Ethics. Sage
Opie, C., & Brown, D. (Eds.) (2019). Getting started in your Educational Research. Sage
Popper, K. R. (1985). La lògica de la investigació científica. Ed. 62.
Popper, K. R. (1989). Conjeturas y refutaciones. El desarrollo del conocimiento científico. Paidós.
Punch, K.F. (2009). Research Methods in Education. SAGE.
Rodríguez Gómez, G., Gil Flores, J., & García E. (1996). Metodología de la investigación cualitativa. Aljibe.
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: https://ddd.uab.cat/record/126350
Thonney, T. (2011). Teaching the Conventions of Academic Discourse. Teaching English in the Two-Year College, 38(4), 347-362.
Van Manen, M. (2003). Investigación educativa y experiencia vivida: ciencia humana para una pedagogía de la acción y la sensibilidad. Idea Books.
Software
No software is used