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Lecturer(s)
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Reimannová Irena, Mgr. Ph.D.
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Course content
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Inquiry based learning: 1. Strategies and methods of research: - Surveys, Experiments - Ethnography, Phenomenology, Grounded theory - Mixed methods, Case studies - Action research 2. Research design. 3. Formulating a research problem, the function of hypotheses. 4. Validity, reliability, triangulation. 5. Data analysis. 6. Presentations of researches (design, data collection and analysis tools, final report).
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Learning activities and teaching methods
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Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Work with text (with textbook, with book), Methods of individual activities, Demonstration, Skills training
- unspecified
- 10 hours per semester
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Learning outcomes
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The aim of the course is to facilitate the understanding of basic approaches, strategies, and terminology of educational research; to plan, conduct and evaluate small-scale researches done in the selected school.
The student develops the so called research competence by means of acquiring the basic skills that are necessary for educational research: defining the research problem, theoretical preparation, formulating hypotheses, sampling, using specific methods of data collection and data analysis.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Home assignment evaluation, Work-related product analysis, Didactic test, Self project defence, Presentation
The credit is awarded on the basis of: 1. Active participation in the course (course lesson and Moodle assignments, Moodle: unicom.upce.cz; UPEV course; keyword: UPEV16), in case of absence - doing tasks on blogs; in the academic year of 2015/2016 the course is realized in cooperation with Gymnázium a SOŠ Přelouč. The school will be visited on Oct 19, Nov 9 and Dec 7. 2. Preparing, doing and presenting the research design (team and individual work). 3. A small-scale research project, its conduction, presentation and discussion and on the basis of agreement on individual distribution of duties and responsibilities in pair/group assignments; Team assignments: - topic and aim - research design (plan) - roles and tasks of individual students - preparing, presenting (with visual support, e.g. MS PowerPoint) and defending (knowledge of the presenting issues, including using (and understanding) relevant specific and research-methodology terms) the final research report - peer-feedback (course assignments, final presentation) Individual assignments: - literature survey (current cognition, introduction to research, theoretical points of departure) - research techniques (observation, interview, questionnaire, sociometry, content analysis and course evaluation) - analysis, presentation and discussion of findings (processing collected data)
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Recommended literature
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Bell, J. Doing Your Research Project. Second Edition. A Guide for First-time Researchers in Education and Social Science. Open University Press, 1993.
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Brown, James Dean. Understanding research in second language learning. Cambridge: Cambridge University Press, 1999. ISBN 0-521-31551-4.
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Denscombe, M. The Good Research Guide. Open University Press, 2003.
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DISMAN, M. Jak se vyrábí sociologická znalost. Praha: Karolinum, 1993.
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Freeman, D. Doing Teacher Research. Heinle&Heinle, 1998.
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Gavora, P. Úvod do pedagogického výzkumu.. Paido Brno, 2000.
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Chráska, M. Uvod do výzkumu v pedagogice. Základy kvantitativně orientovaného výzkumu. Olomouc:Univerzita Palackého, 2003.
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MAŇÁK, J., ŠVEC, V. (ed.). Cesty pedagogického výzkumu. Paido, Brno, 2004.
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Pelikán, J. Základy empirického výzkumu pedagogických jevů. Paido Brno, 2000.
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Richards, J.; Lockhart Ch. Reflective Teaching in Second Language Classrooms. CUP, 1996.
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