Universitat Internacional de Catalunya
Research Methodology Biology/Geology
Other languages of instruction: English, Spanish,
Teaching staff
The student can contact the teacher via email whenever they wish.It will be responded to within a maximum period of 48 hours, except for exceptional issues.
Introduction
The subject Research Methodologies intends to offer students the fundamental concepts of educational research, such as the characteristics and paradigms. Likewise, students will delve into the process of educational research as an instrument for professional development and better educational practice.
Pre-course requirements
There are no prerequisites.
Objectives
1. To know the fundamental characteristics of educational research.
2. To discover anda understand basic educational research.
3. To design and propose educational research projects.
Competences/Learning outcomes of the degree programme
- CB09 - That students know how to communicate their conclusions - and the knowledge and ultimate reasons that support them - to specialized and non-specialized audiences in a clear and unambiguous way
- CE15 - Apply basic educational research and evaluation methodologies and techniques and be able to design and develop research, innovation and evaluation projects
- CE16 - Carry out academic writings using a rigorous methodology and establishing the parameters of adequate critical interpretation for the transmission of ideas in an efficient way with sufficient evidence to corroborate the hypotheses stated following the academic conventions
- CG06 - Integrate and use Information and Communication Technologies in various fields in an efficient and responsible way
Learning outcomes of the subject
Students will differentiate between the different paradigms of educational research
Students will be able to adequately formulate the objectives of research and/or hypotheses in the educational field
Students will be able to make the methodological design of an educational research: sample selection and data collection instruments
Students will be able to communicate the results of research orally and in writing rigorously
Syllabus
1. Worldviews and Positioning of the Researcher
1.1. Dimensions that characterize research in education
1.1.1. Axiological
1.1.2. Ontological
1.1.3. Epistemological
1.1.4. Methodology
1.2. Worldviews in Educational Research
1.2.1. Postpositivist
1.2.2. Constructivist
1.2.3. Transformer
1.2.4. Pragmatics
2. Quantitative research
2.1. Phases of the quantitative research process
2.2. Quantitative research designs
2.2.1. Non-experimental
2.2.2. Experimental
(a) Pre-experimental
(b) Quasi-experimental
(c) Pure experimental
3. Qualitative-interpretative research
3.1. Qualitative research traditions
3.1.1. Narrative research
3.1.2. Action research
3.1.3. Case study
4. Main Mixed-Method Designs
4.1. Fundamental ideas
4.2. Types of designs
Teaching and learning activities
Online
Teaching-learning methodology - Online Master Lessons - Online group practical classes - Autonomous work Formation activities - Active listening - Project design - Oral presentations - Discussions, debates and question raising
Evaluation systems and criteria
Online
The assessment of this subject is of a continuous nature. The assessment consists of several tasks and each task needs to obtain a minimum pass mark to successfully complete the subject.
Biology-Geology specialization:
- Project development and presentation - 35%
- Participation in activities - 15%
- Multiple-choice exam - 50%
Each part must be passed with at least a 5 in order to proceed with the weighted average.
Bibliography and resources
Amo, D. (2018). Analítica del aprendizaje. Independiente [Amazon]
Bazarra, L., Casanova, O. (2016). La escuela ya no es un lugar. Arcix Formación
Bisquerra, R. (2004). Metodología de la investigación educativa. La Muralla.
Burns, A. (2009). Doing Action Research in English Language Teaching: A Guide for Practitioners. Taylor & Francis Group.
Cohen, L., Manion, L. and Morrison, K. (2011). Research Methods in Education. Routledge.
Creswell, J. Research Design (2009). SAGE Publications, Inc.
Denscombe, M. (2010). The good research guide for small-scale social research projects. Open University Press.
Gorard, S. and Taylor, C. (2004). Combining methods in educational and social research. McGraw-Hill Education.
Hernández, R., Fernández, C. Baptista, M. (2014). Metodología de la Investigación. McGrawHill Education
Jorrín, I. M., Fontana, M. and Rubia, B. (2021). Investigar en Educación. Editorial Síntesis.
Justo, A., del Rincón, D., Latorre, A. (1994). Investigación educativa. Fundamentos y metodología.
Labor
Lodico, M. et al. (2006). Methods in educational research: from theory to practice. Jossey-Bass.
Pérez Juste, R., Galán González, A., & Quintanal Díaz, J. (2012). Métodos y diseños de investigación en educación. UNED.
Román-González, M. (2021). Elección de técnicas e instrumentos para la recogida de información. En Ortega Navas, M.ª C., García-Castilla, F. J., De-Juanas Oliva, Á. (coords.). Guía para la elaboración de trabajos fin de máster de investigación educativa (pp. 147-159). Octaedro.
Wisniewska, D. (2011). Mixed Methods and Action Research: similar or different? Glottodidactica, 37, 59-72.
Winn, W. (2003). Research Methods and Types of Evidence for Research in Educational Technology. Educational Psychological Review, 15(4), 367-373.
Yates, L. (2004). What does good educational research look like? Conducting Educational Research. Open University Press, McGraw-Hill International.