Assuming that this programme wants to develop a space for the familiarization of students with the educational research procedures, the contents aim to correspond to the objectives and skills that were defined.
In this sense, the route begins with a first focus on educational research field aiming to understand about the rupture with the common sense process and the distinction between different research paradigms. From the research procedure the students know and distinguish different phases of the research process. Thru this we aim to develop skills of understanding, conceptualization and research of educational phenomenon. The research organization and plan are formal aspects which knowledge is fundamental to the development of critical skills.
In a cross-cut the objects and contents compete to the development of skills related with the knowledge of typical procedures of educational research, with the recognition of the importance of educational research projects and with the reinforcement of ethical commitments.
In summary, we consider that, in the all the objectives and contents of this programme compete to the development of needed skills in the profile of the graduated in education.
Stages of research project
Based on these objectives, at the end of the UC, the student is expected to have acquired the following skills:
- Understand, conceptualize and investigate educational phenomena
‐ Recognize the importance of research projects in education
- Know typical procedures of educational research
- Develop analytical and critical sense
- Reinforce ethical commitments
1 - Research in Education
· Scientific knowledge in education and common sense
· Research paradigms in education
2 - The research process - phases of the investigation process
· Identification and definition of the research object
· Bibliographic research / reference studies and systematization of the researched information
· Access and use of available databases
· Definition of the problem; construction of the analysis model
· Research methods and instruments
3 – Research planning and timeline
· The research project - aspects of formal organization
4- Challenges of research in Education
Bell, J. (1997). Como realizar um projecto de investigação, Lisboa: Gradiva.
Coutinho, C. P. (2014). Metodologia de investigação em ciências sociais e humanas: teoria e prática. Coimbra: Almedina.
Dal-Farra, R. A. & Lopes P. T. C. (2013). Métodos mistos de pesquisa em educação: pressupostos teóricos, Nuances: estudos sobre Educação, Presidente Prudente-SP, 24(3), 67-80.
Quivy, R. & Campenhoudt, L. V. (1992). Manual de investigação em Ciências Sociais, Lisboa: Gradiva.
Conhecimento Científico e Senso comum - https://www.youtube.com/watch?v=Q_-LBZK9ycs&t=1s
O método científico e os tipos de pesquisa - https://www.youtube.com/watch?v=ey9bTshV308
Bases de dados:
E-learning (fully online).
Continuous assessment is privileged: 2 digital written documents (e-folios) during the semester (40%) and a final digital test, Global e-folio (e-folio G) at the end of the semester (60%). In due time, students can alternatively choose to perform one final e-exam (100%).