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Lecturer(s)
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Šmelová Eva, prof. PhDr. Ph.D.
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Chráska Miroslav, doc. PhDr. Ph.D.
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Course content
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- The concept of science, research from the point of view of positivism and neopositivism (Comte, Durkheim, Carnap), theory of falsification (Popper), paradigms in science (Kuhn), sociological turnover in the philosophy of science. - Formulation of a research problem, formulation of a research question, evaluation of the state of knowledge in an area ? survey study, professional sources (professional journals and resources, working with professional databases and questionnaires and test databases ? C.E.E.O.L., ERIC, PAO, PIO, ProQuest, PSYNDEXplus with Testfinder, Springer Link, Wiley Interscience). - Theoretical research: formulation of the research question, survey of resources and sources for the topic, reflecting and identifying problems and criteria, suggesting theoretic formulation of the answer and a hypothesis, connecting in the discourse relating to the problem, elaborating theoretic hypothesis, adopting or rejecting it, discussion on the impact of the theory. - History and current state of quantitative research in education, theoretical grounds and selection of quantitative methodology, advantages and disadvantages of quantitative methodology in relation to the research problem, hypotheses, selection of an adequate method of data collection, methods of proving hypotheses, material and statistical hypotheses in research. - Theoretical grounds and the selection of qualitative methodology, advantages and disadvantages of qualitative methodology in relation to the research problem, ethnographic, phenomenologic, narrative, dramaturgic approach, data analysis. Inductive analysis. Thematic analysis. Anchored theory, results of qualitative research and their presentation. Mixed research design, its advantages and disadvantages. - Ethical principles of scientific, research and publishing work.
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Learning activities and teaching methods
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Work with Text (with Book, Textbook), Methods of Written Work
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Learning outcomes
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Research in pedagogy, its kinds and types. Qualitative and quantitative types of research. Measurements in pedagogical research, its types and qualities. Methods of statistical descriptions of data. Statistical significance tests and their application in pedagogical research. Assessing the relations between variables. The principle of factor analysis. The principle of ANOVA. Data collection methods in pedagogical research. Planning research. The information basis of pedagogical research.
The students will be able to: - recognize and compare the assets of individual scientific concepts and models of research in education, - analyze and evaluate professional resources and the output of databases with the aim of theoretical and methodological anchoring of the topics of dissertations, - connect the theories with methodology and specific research methods in education, - suggest a design of theoretic, quantitative, qualitative or mixed research in education, - determine the limits of application of the quantitative and qualitative approach in educational research, - characterize the ethical principles in science and research.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Oral exam
Preparation and defense of the methodological project of the dissertation.
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Recommended literature
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ANDERSON, G.; ARSENAULT, N. (1998). Fundamentals of educational research. London.
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deMARRAIS, K., LAPAN S. D. (eds.). (2004). Foundations for Research: Methods of Inquiry in Education and the Social Sciences.. Mahwah: Lawrence Erlbaum Associates .
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DISMAN, M. (2002). Jak se vyrábí sociologická znalost.. Praha: Karolinum.
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FAJKUS, Břetislav. (2005). Filosofie a metodologie vědy. Praha: Academia.
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Fay, B. (2002). Současná filosofie sociálních věd. Multikulturní přístup.. Praha: SLON.
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GAVORA, P. (2000). Úvod do pedagogického výzkumu. Brno: Paido.
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HENDL, J. (2004). Přehled statistických metod zpracování dat. Praha: Portál.
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Hubík, S.:. Hypotéza. Metodologický nástroj výzkumu ve společenských vědách. České Budějovice 2006..
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CHRÁSKA, M. (1991). Metodologie řešení vybraných problémů v pedagogickém výzkumu. Olomouc: PdF UP.
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CHRÁSKA, M. (2007). Metody pedagogického výzkumu. Praha.
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Kerlinger, F. K. (1972). Základy výzkumu chování.. Praha: Akademia.
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KERLINGER, F. N. (1972). Základy výzkumu chování. Praha.
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KOMENDA, S., KLEMENTA, J. (1981). Analýza náhodného v pedagogickém experimentu a praxi. Praha: SPN.
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ONDREJKOVIČ, P. (2005). Úvod do metodologie sociálných vied: Základy metodológie kvantitativného výskumu. Nitra: Regent.
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PRŮCHA, J. (1997). Moderní pedagogika : věda o edukačních procesech. Praha.
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PRŮCHA, J. (1995). Pedagogický výzkum : Uvedení do teorie a praxe. Praha.
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STRAUSS, A.; CORBINOVÁ, J. (1999). Základy kvalitativního výzkumu : postupy a techniky metody zakotvené teorie. Boskovice.
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Šanderová, J. a kol. (2007). Jak číst a psát odborný text ve společenských vědách. Několik zásad pro začátečníky.. Praha: SLON.
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ŠVEC, Š. a kol. (2009). Metodologie věd o výchově. Brno.
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ŠVEC, V. (ed.) aj. (2005). Slovník pedagogické metodologie . Brno.
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