Curricular Unit:			Code:
Scientific Research Methodology II			935MIC2
Year:	Level:	Course:	Credits:
1	Master	Educational Sciences: Special Education (Cognitive and Motor Domain)	6 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese	78
Learning Outcomes of the Curricular Unit:
In “Scientific Research Methodologies II” UC it is intended that students : (O1) know how to apply knowledge and the ability to understand and solve problems in scientific research, in the scientific method, in the definition and elaboration of research questions, (O2) demonstrate the ability to integrate knowledge , dealing with complex issues, including reflections on the ethical and social implications and responsibilities of qualitative and quantitative research; (O3) to be able to communicate their knowledge and reasoning in a clear and unambiguous way in the elaboration of research projects, reports and articles in the field of educational research.
Syllabus:
CP1. The Nature of Educational research : epistemology framework and history; qualitative and quantitative research models and paradigms CP2. Research Design: qualitative, quantitative and mixed designs; research questions formulation; sample strategies, field and participants access . CP3. Research methodologies in Education; Quality, trustworthiness and ethics in scientific research CP4. Writing guidelines in scientific research; research plans report
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The syllabus (CP) were delineated by learning objectives (O) of the unit , enabling students to develop skills to increase knowledge as well as analyze and reflect critically about scientific research and methodologies in the school settings. In this way: CP1 corresponds to O1 and O2; CP2 and CP3 correspond to O2 and O3; CP4 corresponds to O3
Teaching Methodologies (Including Evaluation):
Expository and participatory methodology. Presentation, analysis and discussion of the subjects taught in lectures, orientation/guidance for their critical reflections regarding research as well as literature research and review. For the final assessment, students should present an individual research plan (80%) with oral discussion (20%).
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The methodology used in classes (more expository and participatory approach with studies presentation, analysis and discussion of the themes in lectures, as well as orientation/guidance for their critical reflections regarding research as well as literature review), allows students to improve knowledge as well as a better understanding and ability to discuss the content covered, promoting concept integration, ability to research, analysis and critical thinking. Thus , it is considered that teaching methodologies adopted for this course are consistent with the goals set for it, since they allow increase knowledge of the content covered in lectures, where students have the oportunity to analyze , discuss and reflect what is relevant for a future research in the school setting.
Reading:
Bogdan, R. & Biklen, S.(2013). Investigação Qualitativa em Educação: Uma introdução à teoria e aos métodos. Porto: Porto Editora. Cohen, L. Manion, L., & Morrisson, K. (2018). Research Methods in Education, 8th Edition, Routledge. Creswell, J.W. (2009). Research design : qualitative, quantitative, and mixed methods approaches. (3rd ed.). London: Sage Flick, U. (2005). Métodos qualitativos na investigação científica . Lisboa : Monitor. Ramrathan , L., le Grange, L., & Shawa, B. (2017). Ethics in educational research (pp. 432-443), In Labby Ramrathan, Lesley le Grange, Phillip Higgs (eds). Education Studies for Initial Teacher Education. Sage ed. Tuckman, B. (2012). Manual de Investigação em Educação: Metodologia para conceber e realizar o processo de investigação científica. Lisboa: Fundação Calouste Gulbenkian
Lecturer (* Responsible):
Susana Marinho (smarinho@ufp.edu.pt)