Métodos de Investigação
The goal of the Research Methods Curricular Unit is to capacitate students with the mastery of the scientific ways of thinking and ways to communicate their academic reflections.
At the end of this Curricular Unit, students should be able to:
1) Explain the epistemological principles of the scientific activity in social sciences and in education in particular
2) Identify the necessary steps of the scientific procedure in order to develop a research project
3) Perform a bibliographic search, organizing and summarising the collected information
4) Specify the logic of the scientific exposition
5) Distinguish between the different types of written academic work
6) Present a scientific conducted reflection according to the academic rules adequate to the different types of written works
7) Communicate and discuss a scientific conducted reflection according to the academic rules adequate to an oral presentation
Susana Paiva Moreira Batista
Weekly - 3
Total - 280
Bryman, Alan (2012). Social Research Methods. Oxford: Oxford University Press.
Cohen, Louis, Lawrence Manion & Keith Morrison (2011). Research Methods in Education. London: Routledge.
Eco, Umberto (1997). Como se faz uma tese em Ciências Humanas. Barcarena, Editorial Presença.
Kuhn, Deanna (2010). What is scientific thinking and how does it develop? In U. Goswami (Ed.), Handbook of Childhood Cognitive Development. doi:10.1002/9781444325485.ch19
Popper, Karl R (1980). Conjecturas e Refutações (O Progresso do Conhecimento Científico). Brasília: Editora da UnB.
Quivy, Raymond e Campenhoudt, Luc Van (1998), Manual de Investigação em Ciências Sociais, Lisboa, Gradiva, 2 ed. revista e aumentada, 1ª ed. orig. 1988.
Sousa, Jesus M (1997). “Investigação em educação: novos desafios”, in Estrela, A.& Ferreira, J. (orgs.). Métodos e técnicas de investigação científica em educação. Lisboa, FPCE, Universidade de Lisboa, pp. 661.672.
Expositive methods are used articulated with interrogative, demonstrative and active methods. Point 1 is based on the articulation between the theoretical exposition of contents with the empirical illustration and the participative discussion of students. Point 2 continues with these teaching methods, adding active methods through the resolution by the students of an exercise of bibliographic search, organization and summarizing of information. Point 3 deepens this aspect, with face-to-face sessions to follow and discuss students’ work on the written and oral ways of presenting scientifically conducted reflections.
1. SCIENCE AND SCIENTIFIC CONDUCTED WAYS OF THINKING
1. Observation and questionning: common sense and adquired knowledge
2. Description, understanding, explanation and theorizing
3. The problems and the problematics
4. Concepts and conceptions
5. Observation, definition and measurement
6. The formution of hypothesis: conjectures and rebbutals
7. Research methods in education: deduction, induction and comparison
2. PROTOCOL OF SCIENTIFIC RESEARCH: CONSTRUCTION STAGES
1. Some itineraries of scientific research
2. The steps of the scientific procedure
3. Starting question
5. Bibliographic search: search, organize and sumarize information
6. Elaboration of the analysis model
7. The collection of data: an introduction
3. WAYS TO COMMUNICATE SCIENTIFIC KNOWLEDGE
1. The logic of the scientific exposure
2. From Reading sheets to critical reviews
4. Abstracts and scientific papers
5. Scientific reports
6. Academic dissertations
7. Oral communication
Programs where the course is taught: