Introduction to social research methodology 2300-EAL-MM-WBS
Block 1. What is science and basic research in science
Issues: science and other types of knowledge, the importance of intersubjective control, what methodology deals with, problems with the methodological identity of pedagogy, basic research in science, what theory is and the importance of theory for basic research, the specificity of social sciences: multiple paradigms and scientific schools, the structure of the research process, deductive (hypothesis verification) and inductive (exploration) approaches in basic research, the importance of hypotheses, basic and applied research, quantitative and qualitative orientation, an example of basic research.
Block 2. Applied research: diagnostic, evaluative, action research
Issues: Applied research: diagnostic, evaluative and action research, the importance of theory in applied research, the importance of methodology in
applied research, examples of applied research. The specificity of applied research in pre-school and early school education.
Block 3. The importance of theory. Conceptualisation and definition of terms
Issues: The role of theory in social research (dialogue with predecessors, the importance of literature review). Conceptualisation of a research problem, i.e. the transition from pre-theoretical concepts to theoretical concepts, i.e. building a system of constructs that we will use to describe and explain the phenomenon we are interested in. Defining constructs (concepts): the importance of definitions, real vs. nominal definitions, projective, regulatory and reporting definitions, basic errors in defining.
Block 4. Research designs and sample selection
Issues: Research designs: the classical experimental design, experiments and the problem of causality, non-classical experimental designs, non-experimental designs: cross-sectional, longitudinal, sequential and comparative studies. Unit of analysis and unit of observation, inter-level analysis, ecological fallacy. Sample selection: sample selection and the generalisability of results, population and sample, sample selection methods: random, non-random, complex sample selection designs, sample selection in applied research, sample selection in qualitative research.
Block 5. Methods of collecting quantitative data: quantitative observation
Issues: quantitative observation as behaviour sampling, low-inferential observation categories, advantages and disadvantages of quantitative observation, sampling methods in observation, use of rating scales in quantitative observation, data obtained through observation, examples of observation systems: Robert Bales' classic group process observation system, Robert Pianta's inCLASS system.
Block 6. Methods of collecting quantitative data: surveys
Issues: surveys as standardised interviews, surveys as quantitative opinion polls, surveys and the study of behaviour and facts other than opinions, research questions and survey design, survey language, the importance of piloting, question formats, filters, questionnaire preparation, different types of surveys: read, individually completed, computer-assisted, telephone, online, limitations of survey research.
Block 6: Methods of collecting quantitative data: test measurement, sociometry,
Issues: Test measurement: the concept of an indicator, from a single indicator to a measurement scale: indices, Bogardus social distance scale, Guttman's skalogram (scale), example tests: F scale (authoritarian personality), psychological gender scale (S. Bem's theory). Classical test theory, task discriminating power, reliability, confidence interval for individual results, validity, types of tests, where to obtain tests, authorisation to use psychological tests, cultural adaptation of tests, creation of new tests. Sociometry: Jacob L. Moreno's theory of group processes, sociometry as a method of studying the social structure of small groups, contemporary social network theory.
Block 7. Models of quantitative data analysis and methods of presenting results 1
Issues: data and results, what information numbers convey, types of measurement scales, analytical strategy for quantitative data analysis, database creation, identifiers of research objects, data gaps, database verification: duplicates, correct linking in multi-stage (or multi-session) research, prohibited variable values, data consistency. Distribution analysis, histogram, distribution parameters, normal distribution and deviations from normality, skewness, ceiling effect, standard and position scales. Standard scales in diagnostic studies.
Block 8. Quantitative data analysis models and methods of presenting results 2
Issues: estimating confidence intervals for means and percentages. Using confidence intervals for comparisons between groups, tabular analysis for two nominal variables, chi-square test and statistical significance of relationships, scatter plot, regression analysis and correlation coefficient, statistical significance of regression and correlation coefficients, the concept of residuals.
Block 9. Methods of collecting qualitative data: qualitative observation, in-depth interview
Issues: Basic paradigms in qualitative research, the problem of validity and reliability in qualitative research, triangulation. Qualitative observation: the importance of theory in observation, the importance of language, different roles of the observer, selection of informants, observation as an attempt to reconstruct the culture of the group under study, documenting the results of observation. In-depth interview (called free-flowing): departure from standardisation, interview guidelines, theory and interview guidelines, types of in-depth interviews, interview transcription.
Block 10. Methods of collecting qualitative data: group interviews, existing qualitative data (written, iconic, audio, multimedia documents)
Issues: Group interview (focus group): the importance of group processes for data collection, applications of the focus group method, group interviews as a pilot for survey research, organisation of group interviews, the importance of the moderator, recording the interview and transcription. Existing qualitative data: letters, diaries, formal documents, cultural texts (literature, films, art, but also song lyrics, school textbooks, inscriptions in public toilets, graffiti, etc.), multimedia materials.
Block 11. Models of qualitative data analysis
Issues: Analysis of data from ethnographic observation, note-taking, theoretical coding, grounded theory method, conversational analysis, the importance of interpretation in qualitative data analysis, the problem of intersubjective control of qualitative analysis results.
Block 12. Ethics of scientific research
Issues: Weighing the benefits and costs of research, scientific integrity, consent to participate in research, protection of research subjects/institutions: anonymity, confidentiality, personal data protection, copyright, plagiarism and self-plagiarism.
Type of course
Mode
Course coordinators
Learning outcomes
In terms of knowledge, the graduate knows and understands:
1. The scope and functions of methodology. The methodological specificity of pedagogy. Philosophical and cultural contexts of scientific research, the concept of the scientific method (the requirement of intersubjective controllability) and the relationship between scientific knowledge and other types of knowledge (personal, public, professional, ideological, religious). The dispute between supporters of the paradigms: deterministic vs. indeterministic, nomothetic vs. interpretative, quantitative vs. qualitative. Basic research paradigms in social sciences. The problem of causality in social research. Basic research and applied research (evaluative and diagnostic).
2. The role of theory in social research (dialogue with predecessors, the importance of a literature review), the logic of the research process and its key elements: conceptualization, definition and formulation of the research problem, the method of its solution, data collection and analysis, data analysis and obtaining results, their interpretation and discussion. Deductive and inductive strategy in scientific research. 3. In quantitative research, the concept of operationalization and variable (types of variables and information conveyed by numbers), relationships between variables (the concept of spurious correlation), sampling methods, research designs (experimental and quasi-experimental, cross-sectional, longitudinal, sequential, comparative), data collection methods (observation, test according to KTT, survey, sociometry), data analysis models (analyses: distribution of variables, correlation between variables, trend, multivariate, multilevel), the concept of estimation and estimation error, statistical inference, relationships between analysis models and theory, interpretation of the result. The role of IT in collecting and analyzing quantitative data (including SPSS). Key concepts that allow for assessing the quality of quantitative research: sample representativeness, reliability, validity and invariance of measurement, possibilities of generalizing results. 4. In qualitative research, the role of the research paradigm, methods of selecting objects for research (case study, theoretical selection of objects, strategies of theoretical selection, the concept of theoretical saturation), methods of collecting qualitative data (qualitative observation, in-depth interview, group interview, documents), models of qualitative data analysis, principles of selection and coding of qualitative data, emergence of analysis categories and analysis of relations between them, creation of vignettes, flashcards, networks, matrices and conceptual maps. The role of IT in collecting and analyzing qualitative data. Key concepts that allow for assessing the quality of qualitative research: validity and authenticity of data, triangulation of theoretical perspectives and research methods. 5. Principles of preparing a research report; writing skills, language and narrative style; selected standards of editing a scientific text (popularization of APA 6). Principles of preparing a conference poster based on a research report. 6. The necessity of using research results in pedagogical practice. Methods of practical use of scientific research: analysis of pedagogical problems, diagnosis of needs, planning and evaluation of intervention activities. Critical-emancipatory and transformative potential of scientific research.
7. Ethical aspects of conducting and using social research, basic principles of conducting this research, ethical dilemmas and choices at different stages of the research process, involvement of research participants, socio-political context of research. Role of the committee for research ethics.
8. Specificity of research in school education. Principles of planning, implementing and using evaluation and diagnostic research.
9. Role of the bachelor's thesis as an initiation research experience in studying and preparing for the profession of a preschool and early school teacher.
In terms of skills, the student is able to:
1. Distinguish scientific problems (solvable using the scientific method) from non-scientific ones. Indicate examples of theories representing different paradigms. Critically select a paradigm for one's own research idea.
In terms of social competences, the student is ready to:
1. Use the results of scientific research in planning pedagogical activities.
2. Adopting the attitude of a reflective pedagogue focused on critically examining the effects of their professional activities.
3. Recognizing that pedagogical activities and institutions must be evaluated.
4. Planning their professional development taking into account tracking the results of scientific research important for pedagogical activities.
5. Assuming ethical responsibility for the research activities carried out.
Assessment criteria
Written test on the Campus platform.
Bibliography
Textbook: Earl Babbie (2008). Introduction to Social Research. Warsaw, Wydawnictwo Naukowe PWN.
Supplementary literature: - matched to the issues discussed
Additional information
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