Overall objectives:

1 - In the logic of the organization of this cycle of studies, it presides over the idea of building a solid base of knowledge, aptitudes and skills in research in education, reinforcing the ECTS in this CU, soon in the first semester. For this purpose students should be able to:
1.1 - Distinguish the great paradigms: positivist and post-positivist research (quantitative, qualitative and mixed);
1.2 - Distinguish and describe research methods;
1.3 - Recognize the potentialities and contexts of applicability of the three research paradigms to the phenomena of education;
1.4 - Analyze critically research work in education according to those paradigms;
1.5 - Build quantitative and qualitative data collection tools;
1.6 - Select techniques of data analysis;
1.7 - Use techniques for validation and analysis of data collection instruments;
1.8 - Mobilize appropriate methodological frameworks for researching specific educational settings;
1.9 - Know and know how to equate the ethical issues of research in education.

Syllabus:

1 - Main paradigms of research in education and its methodologies, quantitative, qualitative and mixed; Descriptive study, experimental study and quasi-experimental study;
2 - Descriptive study, experimental study and quasi-experimental study;
3 - Ethnography, case study, action research, narrative research, historical research, grounded theory;
4 - The problem, the theory and the research questions;
5 - Collection and analysis of quantitative data (main statistical measures, correlation and interpretation of statistical results);
6 - Collection and analysis of qualitative data (categories, criteria, triangulation and interpretation of results);
7 - Questions of validity, reliability and generalization;
8 - Ethical issues of research in education.

Literature/Sources:

J. Goetz e M. LeCompte , 1984 , Ethnography and Qualitative Design in Educational Research. , Orlando FL: Academic Press.
R. Ravid , 2011 , Practical Statistics for Educators. , Plymouth: Rowman & Littlefield Publishers, Inc.
Marôco, J. , 2014 , Análise Estatística com o SPSS Statistics. , Pêro Pinheiro: ReportNumber.
L. Cohen, L. Manion & K. Morrison , 2011 , Research Methods in Education , Routledge Falmer
B. Harreveld, M. Danaher, C. Lawson, B. A. Knight, G. Busch, (Eds.) , 2016 , Constructing Methodology for Qualitative Research - Researching Education and Social Practices , Palgrave
W. Hoy, C. Adams , 2015 , Quantitative Research in Education: A Primer , SAGE Publications
M. Pestana, J. Gageiro , 2014 , Análise de Dados para Ciências Sociais ? A Complementariedade do SPSS , Edições Sílabo
R. Yin , 2014 , Case Study Research: design and methods , SAGE

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
In addition to using oral exposition, flipped classroom techniques, scenario planning, gamification and problem based learning will be used, as well as debates based on reading texts, followed by group and plenary discussion. In addition to the participation in classroom activities that will be counted with 10% in the final evaluation, the students are divided into three groups, each one elaborating and presenting a simulacrum of research project focused on the use of a quantitative, qualitative or mixed, respectively, whose presentation will be worth 40%, and will also write an individual work, which will worth 50%, on one of the contents of the UC indicated by the teacher. The evaluation of the students also presupposes a frequency of 75% of the classes taught.