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Lecturer(s)
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Peng Danping, Mgr. Ph.D.
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Šmelová Eva, prof. PhDr. Ph.D.
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Čech Tomáš, doc. PhDr. Ph.D.
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Course content
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Basic themes: 1. The concept of science, research from the positions of positivism and non-positivism (Comte, Durkheim, Carnap), the theory of falsification (Popper), paradigms in science (Kuhn), sociological turn in the philosophy of science. 2. Formulation of the research problem, formulation of the research question, evaluation of the state of knowledge - an overview study, professional sources (professional journals and literature, work with specialized databases and databases of questionnaires and tests). 3. Theoretical research: Formulation of research question, literature review and sources, reflection and identification of problems and criteria, proposal of theoretical formulation of answer and hypothesis, involvement in problem-related discourse, specification of theoretical hypothesis, acceptance or disproval, discussion of the impact of theory. 4. Theoretical bases of methodology in relation to the research problem, ethnographic, phenomenological, narrative, dramaturgical approach, data analysis. Inductive analysis. Thematic analysis. Grounded theory, qualitative research results and their presentation. 5. Ethical principles of scientific, research and publication work.
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Learning activities and teaching methods
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unspecified
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Learning outcomes
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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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Prerequisites
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unspecified
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Assessment methods and criteria
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unspecified
Practical outcomes from the study - some project, some theses etc.
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Recommended literature
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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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