Overall objectives:

0 - Following the CU of Research in Education, it is intended that in this CU the student will be able to design his/her research project more focused in curriculum and/or pedagogical innovation, with a reinforcement of ECTS. Thus the student has to:
1 - Critically discuss the contemporary paradigms in the construction of scientific knowledge in curriculum and pedagogical innovation;
2 - Clearly state the problem, the questions and objectives of the research;
3 - Broaden and organize advanced knowledge in the field of research methodologies adequate to studies on curriculum and pedagogical innovation;
4 - Deepen knowledge about data collection and analysis techniques;
5 - Critically analyse research projects in curriculum and pedagogical innovation;
6 - Search for the scientific information needed to prepare the research project;
7 - Develop attitudes of scientific autonomy in the planning of a relevant and original research project;
8 - Publicly defend the research project.

Syllabus:

1 - Research paradigms in confrontation or conciliation, taking into account the object of study in curriculum and pedagogical innovation;
2 - Field, study object, and research problem;
3 - Objectives and research questions or hypotheses, according to the theoretical framework of reference of each area;
4 - More specific research methodologies in the curriculum area: survey; grounded theory; historical; assessment or referential; (auto)biographical; comparative study; multiple case study; action research, etc.;
5 - More specific research methodologies in the field of pedagogical innovation: ethnographic approach; simple case study; narrative, etc.;
6 - Specific techniques for data collection and analysis in curriculum and pedagogical innovation;
7 - Epistemological, interdisciplinary and ethical questions that are raised in research in curriculum and pedagogical innovation.

Literature/Sources:

Creswell, J. , 2007 , Qualitative Inquiry & Research Design. Choosing Among Five Approaches , Thousand Oaks: Sage
Eco, U. , 2007 , Como se faz uma tese em ciências humanas , Lisboa: Presença
Lunenburg, F. C. & Irby, B. J. , Writing a Successful Thesis or Dissertation: Tips and Strategies for Students in the Social and Behavioral Sciences , housand Oaks: Corwin
Pacheco, J. A. , 2006 , Uma perspetiva atual sobre a investigação em Estudos Curriculares , Perspectiva
Pinar, W. (Ed.). , 2014 , International Handbook of Curriculum Research , New York and London: Routledge Taylor & Francis.
Roth, W.-M. , 2017 , The invisible subject in educational science , Journal of Curriculum Studies
Sabirón Sierra, F. , 2007 , Métodos de investigación etnográfica en Ciencias Sociales , Zaragoza: Mira Editores
Stenhouse, L. , 1975 , An Introduction to Curriculum Research and Development , London: Heinemann. Thousand Oaks: Sage Publications.

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
This CU supposes an active participation of the students in the search, interpretation and application of collected scientific information. It is hoped that students develop gradual processes of autonomy in the design and projection of relevant and original scientific research. They are also provided with other research projects in these areas, from the collection of the CIE-UMa and other national and foreign HEI, taking care of their integration in the scientific community of reference of the program. The evaluation focuses on the analysis and discussion of the project, with a weight of 70% for the scientific quality of the project, through the pertinence and originality of the subject, systematization of theoretical information, options and rigor of the methodological framework, analysis of the articulation between the theoretical and methodological framework and the development of research, and academic style writing, and 30% for the oral defence of the project.