Research in Education II: Methodologies and Research and Innovation Techniques
Code: 45004 ECTS Credits: 9| Degree | Type | Year | Semester |
|---|---|---|---|
| 4313815 Research in Education | OB | 0 | A |
Contact
- Name:
- José Tejada Fernández
- Email:
- jose.tejada@uab.cat
Teaching groups languages
You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.
Teachers
- María Lourdes Martínez Mínguez
- Laura Arnau Sabates
Prerequisites
This is a mandatory module in the master's programme
Objectives and Contextualisation
This module seeks to introduce students in the methodology of research in education
Specific cognitive objectives:
- Know the basic components and processes of an educational reserach.
- Know the theoretical-practical implications of the research
- Know the main methodologies and research methods in education
- Know the main techniques of information production
Specific procedural objectives
- Analyze the methodological context of the educational research
- Identify the elements or components involved in educational research design
- Recognize different procedures and methods of educational research
- Document the research methodologies and methods. Design techniques for collecting and producing information.
Specific attitudinal objectives
- Recognize the work of others and respect intellectual property
- Respect the ethical principles of the research process
Learning Outcomes
- CA04 (Competence) Apply criteria of methodological quality to the different phases of the research.
- CA05 (Competence) Assess the social, economic and environmental impact of education research.
- KA02 (Knowledge) Understand and appreciate the ethical principles of education research.
- KA03 (Knowledge) Understand and compare the paradigms, approaches and methodological designs of education research.
- KA04 (Knowledge) Identify education research problems that can be addressed through education research.
- SA02 (Skill) Prepare a design and select a methodology that are consistent with the research goals and questions.
- SA03 (Skill) Develop techniques and data collection instruments depending on the nature of the data and the sources of information.
- SA04 (Skill) Select the type of communication based on the recipients.
Content
1. Methods and designs of research in education
1.1.Quantitative research
1.2. Qualitative research
1.3. Other methods: design based research and evaluation research
2. Instruments and strategies to collect information
2.1. Type of instruments: observation, interviews and questionnaires
2.2.Design, development and validation of the instruments
Methodology
The teaching methodology will be based on the following dynamics:
- Lectures
- Reading of research articles
- Analysis and discussion of research articles
- Exercises to practice in class
- Oral presentations
- Tutorials
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
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 | |||
| Analysis and discussion of the articles | 7.5 | 0.3 | CA04, CA05, KA02, KA03, KA04, SA02, SA03, CA04 |
| Exercise to practice in class | 10 | 0.4 | CA04, KA04, SA02, SA03, CA04 |
| Master classes / expositions | 60 | 2.4 | CA05, KA02, KA03, KA04, CA05 |
| Oral Presentation | 7.5 | 0.3 | CA04, CA05, KA02, SA02, SA03, SA04, CA04 |
| Type: Supervised | |||
| Tutorials | 55 | 2.2 | CA04, CA05, KA02, KA04, SA02, SA03, SA04, CA04 |
| Type: Autonomous | |||
| Individual work and assignments | 60 | 2.4 | CA04, KA02, KA04, SA02, SA03, SA04, CA04 |
| Reeding of articles | 25 | 1 | CA05, KA02, KA04, SA02, SA03, CA05 |
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 necessary to obtain at least a 4 in all activities.
The review procedure of the tests will be carried out individually.
Class attendance is mandatory. In order to obtain a positive final evaluation, the student must have attended a minimum of 80% of the classes.
If a student accepts the single evaluation modality, they will have to present a portfolio with the set of evidence established as evaluation activities.
The delivery of this portfolio will take place in the Moodle classroom on the scheduled date for the delivery of the Final Project. Subsequently, a portfolio analysis interview will be called.
The oral presentation of the research project will take place during the two sessions prior to the completion of Module 1. The submission of the Final Project will be done via Moodle once the module is completed. The rest of the classroom activities will be distributed throughout the entire module, with scheduled start and submission dates; these dates will be provided in the course programme, which will be made available on the first day of class.
The recovery of the Final Project of the Module and/or any classroom activity (for students undergoing continuous assessment) or the Portfolio (for students undergoing single assessment) is expected to be carried out within a maximum period of one month after the completion of the module. The oral presentation (whether it is part of continuous assessment or single assessment) will not be recoverable.
Copying or plagiarism in any type of assessment activity constitutesa crime, and will be penalized with a 0 as a grade for the subject losing the possibility of recovering it, whether it is an individual or group work (in this case, all members of the group will have a 0).
A work, activity or exam will be considered "copied" when it reproduces all or a significant part of the work of another colleague.
A work or activity will be considered "plagiarized" when a part of an author's text is presented as one's own without citing the sources, regardless of whether the original sources are on paper or in digital format.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Activities and classroom exercises | 20% | 0 | 0 | CA04, CA05, KA02, KA03, KA04, SA02, SA03 |
| Attendance and participation | 10% | 0 | 0 | CA04, CA05, KA02, KA03, KA04, SA02, SA03, SA04 |
| Individual Final Module Work | 40% | 0 | 0 | CA04, CA05, KA02, KA03, KA04, SA02, SA03, SA04 |
| Presentation and follow-up work | 30% | 0 | 0 | CA04, CA05, KA02, KA04, SA02, SA03, SA04 |
Bibliography
Albert M.J. (2007). La investigación Educativa. McGraw Hill
APA (2019).Publication manual of the American Psychological Association. (7th ed). American Psychological Association
Briones, G. (2016). Métodos y técnicas de investigación en Ciencias Sociales. (4ª ed.) Trillas.
Canales, M. (Ed.) (2017). Metodologías de investigación social. LOM Ediciones. Corbetta, P. (2010). Metodología y técnicas de investigación social. Ed Mcgraw Hill.
Creswell, J. W. & Creswll, J.D. (2018). Research Design. Qualitative, Quantitative and Mixed Methods Approaches. (5º ed.). SAGE
Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32 (1), 5-8.
Diaz-Barriga, A. y Luna-Miranda, A.B. (Coords.) (2015). Metodología d ela investigación educativa. Aproximaciones para entender sus estrategias. Ediciones Díaz Santos
Easterday, M., Lewis, D. y Gerber, E (2014). Design-Based Research Process: Problems, Phases and Applications. ICLS Proceedings Volume I. (317-324)
Espinoza, E.E. (2015). Aspectos teóricos e instrumentos de la Metodología de Investigación Educativa. Universidad Técnica de Machala.
Fabregas, S.; Meneses, J. Rodríguez-Gómez, D. y Paré, M.H. (2016). Técnicas de investigación social y educativa. Editorial UOC.
Green, J.L.; Camilli, G & Elmore, P.B. (eds.) (2006). Handbook of Complementary Methods in Education Research. Lawrence Erlbaum Associates, Inc. Publishers & American Educational Research Association.
Hernández Sampieri, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación (6ª ed). McGraw-Hill
HernándezSampieri, R. Y Mendoza, C,P. (2018). Metodología de la investigación. Las rutas cuantiativa, cualitativa y mixta. McGraw-Hill
Krueger, R.A.; Casey. M.A. (2008). Focus groups: A practical guide for applied research. SAGE
León, O. & Montero, I. (2015). Métodos de investigación en Psicología y Educación. Las tradiciones cuantitativa y cualitativa. (4a Edición). McGraw Hill Education
Leavy. P. (2017). Research Design. Quantitative, Qualitative, Mixed Methods, Arts-Based, and Community-based Participatory Research Approachs. The Guilford Press
Martínez Mediano C. & Galán González, A. (2014). Técnicas e instrumentos de recogida y análisis de datos. Editorial UNED.
Mckenney, S.E. y Reeves, T. (2012). Conducting Educational Design Research. Routledge
McMillan, J.H., & Schumacher, S. (2010). Research in education: evidence-based inquiry (7th ed). Pearson
Mertens, D.M. (2010). Research and Evaluation in Education and Psychology (3rd Edition). SAGE Publications.
Pimienta, J. y De la Orden, A. (2017). Metodologia de la investigación. Pearson.
Quintal, J.; García, B. (coord.) (2012). Fundamentos básicos de metodología de investigación educativa. CCS.
Stake, R.E. (1998). Investigación con estudio de casos. Morata.
Software
This module does not need a specific software