Aim of the course / Students will be able to: recognize and compare the contribution of different concepts and models of science to educational research, interconnect theories with methodology and concrete research methods in pedagogy, propose the design of theoretical, quantitative, qualitative or mixed research in pedagogy, determine the application outlines of quantitative and qualitative approaches in educational research, describe ethical principles in science and research.
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Cohen, L., Manion, L. Morrison, K., & Morrison, R. B. (2007). Research methods in education. New York, NY: Routledge..
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deMarrais, K. B., & Lapan, S. D. (Eds.). (2004. Foundations for research: Methods of inquiry in education and the social sciences. Mahwah, NJ: Lawrence Erlbaum Associates..
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Dressman, M. (2008). Using social theory in educational research: A practical guide. New York, NY: Routledge.
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Dreyfus, H. L., & Rabinow, P. (1983). Michel Foucault: Beyond structuralism and hermeneutics, (2nd ed.). Chicago, IL: University of Chicago Press..
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Given, L. M. (2008). The SAGE encyclopedia of qualitative research method, (Volume 1 & 2). London, UK: SAGE..
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Halloun, I. A. (2006). Modeling theory in science education. Dordrecht, Netherlands: Springer..
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Johnson, B., & Christensen, L. (2010). Educational research: Quantitative, qualitative, and mixed approaches, (4th ed.). London, UK: SAGE..
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Kuhn, T. S., & Hacking, I. (2012). The structure of scientific revolutions, (4th ed.). Chicago, IL: University of Chicago Press.
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Phillips, D. C., & Burbules, N. C. (2000). Postpositivism and educational research. Oxford, UK: Rowman & Littlefield Publishers..
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