Download - Syllabus Scoala Doctorala Eng Musata Bocos
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DOCTORAL SCHOOL „EDUCATION, DEVELOPMENT, COGNITION”
SYLLABUS
General research methods and the methodology for elaborating scientific works
GENERAL INFORMATION
COURSE DESCRIPTION
The premise of designing themes and didactic initiatives
In a modern educational system, pedagogical research is and must represent a constant
concern for the practitioner who is interested in optimizing his/her educational activities and
methods. There are reciprocal positive influences between the research and the teaching
activities in the sense that these support and shape each other, they develop one another
evolving in an ongoing, integrative unit which provides the continuum of education.
Pedagogical research represents a resource that is available to any practitioner in the
field of didactics and moreover this is a natural component of his/her educational methods.
Pedagogical research is thus targeted towards the regulation and self-regulation of the
educational process.
Major curricular guidelines
structuring the course according to an internal logical approach, ensuring the transition
from theoretical and explanatory foundations to pragmatic and illustrative approaches
DOCTORAL SCHOOL « Education, development, cognition »
DISCIPLINE Course
hours
Seminary
hours
Doctoral studies
coordinator
Credits
General research methods
and the methodology for
elaborating scientific works
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Professor dr.
Muşata Bocoş
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Contact information: Faculty of Psychology and Education Sciences
Cluj-Napoca, Sindicatelor 7, Offices 25, 17
E-mail: [email protected]
Telephone: 0722809970
Faculty of Psychology and Education Sciences
Sindicatelor Street, no. 7, 400029, Cluj-Napoca
Tel: 0264 405337 Fax: 0264 590559
E-mail: [email protected]
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the practical realization of the course in an interactive manner where the main activities
carried out would be the discussions in which participants will be engaged and encouraged to
adopt a reflective, active, interactive and proactive atitude, to critically analyze, to express their
views, to argue, to provide examples, to discuss, to suggest solutions, to make predictions etc.
to promote a systemic vision in all the conducted approaches both as concerns
theoretical analysis and the practical-action approach, in the operations that have been conducted
the practical valuation of the assertion which states that an educational research is
valuable not only through the answers it has provided or the problems it has solved, but through
the questions it arouses, the reflections that are facilitated and the possible approaches in other
areas of research that are suggested by this.
Course objectives
O1 – to support the group of PhD candidates' personal and collective reflection by
providing examples, by creating exercises and discussing the possibilities of accomplishing
effectively investigative enquiries designed to optimize the curricular process and a personal
improvement.
O2 – to conduct critical-constructive analyses of various pedagogical research found in
reference books from different perspectives and in a systemic manner
O3 – to propose methodological and operational alternatives, personal discussions and the
identification of new topics for educational enquiry for the various research situations that have
been analyzed
O4 – to develop educational research projects, including the research-action type, tackling
topics of interest and highlighting the necessary correspondences between: title, topic research,
structuring the scientific work, the actual approach of conducting the research, the hypothesis of
the research, the methods and the tools for conducting the research, findings
O5 – to place the development of pedagogical research in connection with the rapid
development of two very active subsystems belonging to the contemporary society: the education
and the scientific research, by providing practical ideas based on the research themes chosen.
The themes of the course
I. The research is perceived as a teacher’s self-reflexive activity
II. The teacher-researcher – Competence profile
III. The creation, organization and the accomplishment of the pedagogical research in a
sistemic approach
IV. The methodology of conducting pedagogical research:
- Measurement and organization of data included in the research
- Methods for processing and mathematical-statistic interpretation of data included
in the research
V. Styles and norms for citing bibliography. APA format
VI. Structuring the methodological-scientific works
VII. Strategies for presenting and displaying scientific works
VIII. Themes, analysis and applications suggested by PhD candidates
Orientative bibliography
Albu, M., (1998), The Design and Use of Psichological Tests, Clusium, Cluj-Napoca.
Albu, M., (2000), Methods and Evaluation Means in Psychology, Argonaut, Cluj-Napoca.
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Băban, A., (2002), The Methodology of Qualitative Research, Presa Universitară Clujeană, Cluj-
Napoca.
Bocoş, M., (2009), The Theory and Practice of Pedagogical Research, Second edition, Presa
Universitară Clujeană, Cluj-Napoca.
Bordens, K.S., Abbott, B.B., (1991), Research Design and methods. A process Approach,
Second edition, Mayfield Publishing Company.
Cohen, L., Manion, L., (1998), Research Methods in Education, Routledge, London and New-
York.
Dane, F.C., (1990), Research Methods, Brooks/ Cole Publishing Company Pacific Grove,
California.
Drăgan, I., Nicola, I., (1995), Psychopedagogical Research, Tipomur, Târgu-Mureş.
Farris, P.J., (1996), Teaching, Bearing the Torch, Brown & Benchmark Publishers, USA.
Fourez, G., (1988), La construction des sciences, De Boeck Université, Bruxelles.
Gold, R.L., (1969), Roles in sociological field observation, from „Issues in participant
observation”, G.J. McCall & J.L. Simmons (eds.), Reading, MA: Addison-Wesley.
Graziano, A.M., Raulin, M.L., (1993), Research Methods. A process of Inquiry, Second Edition,
HarperCollins College Publishers, New York.
Holban, I., (1995), Evaluation Tests, Editura Didactică şi Pedagogică, Bucureşti.
Houston, W.R., (editor), (1990), Handbook of Research on Teacher Education. A Project of the
Association of Teacher Educators, MacMillan Publishing Company, New-York.
Iluţ, P., (1997), A Qualitative Approach of Social Humanities, Polirom, Iaşi.
Ionescu, M., (1992), Innovation and Its Dissemination in the Act of Teaching, in "Revista de
pedagogie", no. 10.
Ionescu, M., (2000), Creative Approaches in Teaching and Learning, Presa Universitară
Clujeană, Cluj-Napoca.
Ionescu, M., Bocoş, M., (2001), Pedagogical Research and Innovation in Education, in
„Pedagogy. Means for Training Teachers”, Presa Universitară Clujeană, Cluj-Napoca.
Itelson, L.B., (1967), Mathematical and Cybernetic Models in Pedagogy, Editura Didactică şi
Pedagogică, Bucureşti.
Keppel, G., (1991), Design and Analysis. A Research Handbook, Englewood Cliffs, NJ:
Prentice Hall.
Kerlinger, F.N., (1970), Foundations of Behavioral Research, Holt, Rinehart & Winston, New-
York.
King, G., Keohane, R., Verba, S., (2000), The Basis of Social Research, Polirom, Iaşi.
Kolozsi, E.I., (1999), Statistics, Presa Universitară Clujeană, Cluj-Napoca.
Langosch, S.L., (1996), Writing a Research Paper American Style: an ESL/EFL Handbook,
Barron’s Educational Series, Hauppauge, New-York.
Luduşan, N., Voiculescu, F., (1997), Measurement and Statistical Analysis in Education
Sciences. Theory and applications, Imago, Sibiu.
McCall, W., (1923), How to Experiment in Education, McMillan, New-York.
McLean, L.D., (1978), Research Methodology in Pedagogy, in „The Psychology of the
educational process”, J.R. Davitz, S. Ball, Editura Didactică şi Pedagogică, Bucureşti.
Medawar, P.B., (1972), The Hope of Progress, Methuen, London.
Mialaret, G., (1974), Analyses psychologiques des situatios éducatives, in „Traité des sciences
pédagogiques”, 4, Presses Universitaires de France, Paris.
Muster, D., (1985), Research Methodology in Education and Schooling, Litera, Bucureşti.
Neacşu, I., (1990), Methods and Techniques for an Efficient Teaching, Editura Militară,
Bucureşti.
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Neculau, A., (1996), A Psychological Perspective on Change, in „Social Psychology.
Contemporary Aspects”, coord. A. Neculau, Editura Polirom, Iaşi.
Neculau, A., (1999), Lost Memory. Essays on Psychosociology and Its Changes, Editura
Polirom, Iaşi.
Niac, G., (2003), Objective Tests. Scale Tests – composition and examples, Editura Eurodidact,
Cluj-Napoca.
Novak, A., (1977), Statistics Methods in Pedagogy and Psychology, Editura Didactică şi
Pedagogică, Bucureşti.
Novak, A., (1988), Statistics Guide for Research Conducted in Education and Schooling,
Editura Litera, Bucureşti.
Novak, A., (1998), Quantitative Methods in Psychology and Sociology, Editura Oscar Print,
Bucureşti.
Pălăşan, T., (2001), Pedagogical Research, in „Initial Psychologycal, Pedagogical and
Methodological Teacher Training”, coord. R.M. Niculescu, Editura Universităţii
„Transilvania”, Braşov.
Planchard, E., (1972), Pedagogical Research, Editura Didactică şi Pedagogică, Bucureşti.
Postic, M., de Ketele, J.-M., (1988), Observer les situations éducatives, Presses Universitaires
de France, Paris.
Radu, I., (1967), Introduction to Experimental and Statistics Psychology, Editura Didactică şi
Pedagogică, Bucureşti.
Radu, I., (1974), School Psychology, Editura Ştiinţifică şi Enciclopedică, Bucureşti.
Radu. I., (1989), Acquiring and Implementing in School the Results of the Psychopedagogical
Research, in „Revista de pedagogie”, nr. 6.
Radu, I., (coord.), (1993), Psychological Metodology and Data Analysis, Editura Sincron, Cluj-
Napoca.
Radu, I., Miclea, M., Szamosközi, Şt., (1993), The Experimental Method in Psychology, in
„Psychological Methodology and Data Analysis”, coord. I. Radu, Editura Sincron, Cluj-
Napoca.
Radu, I., (1997), The Impact of IT in Teaching; from Programmed Instruction to CAI., in
„Debates on Applied Didactics”, coord. M. Ionescu, I. Radu, D. Salade, Editura Presa
Universitară Clujeană, Cluj-Napoca.
Radu, I., Ionescu, M., (1984), Pedagogical Research and Teacher Training, in „Revista de
pedagogie”, nr. 1.
Radu, I., Ionescu, M., (1984), Methods of Psycopedagocial Investigation, in „Revista de
pedagogie”, nr. 2.
Radu, I., Ionescu, M., (1984), Methods of Psycopedagocial Investigation, in „Revista de
pedagogie”, nr. 3.
Radu, I., Ionescu, M., (1984), Evaluating the Results of a Psycopedagocial Investigation, in
„Revista de pedagogie”, nr. 4.
Radu, I., Ionescu, M., (1987), Pedagogical Research– means for training and creativity, in
„Didactic Experience and Creativity”, I. Radu, M. Ionescu, Editura Dacia, Cluj-Napoca.
Radu, I., Ionescu, M., (1998), Innovation and Psychopedagogical Research – resources for
training and creativity, in „Education and its Dynamics”, coord. M. Ionescu, Editura
Tribuna Învăţământului, Bucureşti.
Radu, I., (2003), The Case Study - a means for reasearch and psychopedagogical intervention,
in „A Homage to Professor Miron Ionescu. Studies and Reflections Concerning
Education”, coord. V. Chiş, C. Stan, M. Bocoş, Editura Presa Universitară Clujeană, Cluj-
Napoca.
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Ray, W.J., (1992), Methods Toward a Science of Behavior and Experience, Fourth Edition,
Brooks/ Cole Publishing Company Pacific Grove, California.
Rotariu, T., (1991), A Course Regarding the Methods and the Techniques for Conducting a
Sociological Research, Second edition, lithographed, Cluj-Napoca University, Faculty of
History-Philosophy, Philosophy Department.
Rotariu, T., Iluţ, P., (1997), Sociological Research and the Opinion Poll. Theory and Practice,
Polirom, Iaşi.
Rotariu, T., (coord.), (1999), Statistics Methods Applied in Social Sciences, Polirom, Iaşi.
Salade, D., (1997), How Changes are Perceived in the Teaching Process, in „Debates on
Applied Didactics”, coord. M. Ionescu, I. Radu, D. Salade, Editura Presa Universitară
Clujeană, Cluj-Napoca.
Stan, L., (1994), Pedagogical research and Innovation in Teaching , in „A Psycopedagogy for
the Permanent Teacher Certification and for the Second Teaching Level”, coord. A.
Neculau şi T. Cozma, Editura Spiru Haret, Iaşi.
Stanciu, St., (1969), Pedagogical Research, Editura Didactică şi Pedagogică, Bucureşti.
Thomas, J., (1977), Important Issues in Teaching Worldwide, Editura Didactică şi Pedagogică,
Bucureşti.
Vlăsceanu, L., (1989 a), The Structure of a Project designed for Pedagogical Research, in
„Revista de pedagogie”, no. 1.
Vlăsceanu, L., (1989 b), Hypothesis Occuring in: functions and manifestation forms, in „Revista
de pedagogie”, no. 2.
Vlăsceanu, L., (coord.) (2002), The School found at a crossroads. Change and Continuity in the
Curriculum for Compulsory Education. Impact study, Polirom, Iaşi.
Weick, K.E., (1968), Systematic observational methods, in „The handbook of social
psychology”, G. Lindzey & E. Aronson (Eds.), vol. 2. Reading, MA: Addison-Wesley.
Yin, R., (1989), Case Study and Research. Design and Methods, Sage Publication, London.
Methods for puting into practice didactic activities
o Applied exercises
o Practical ilustrations
o Individual and collective reflections
o Brainstorming
o Group activities for learning through cooperation
o Case studies
o Designing research projects
o Critical analyses of some pedagogical research conducted in reference books
Organizing the activity
- Courses: debate-courses, interactive presentations, brainstorming, case studies,
formative evaluation tests
- Seminars: individual and collective reflections, individual study, critical-constructive
analyses, project design
Alloting time for activities:
- individual work, provide examples, ilustrations, projects and their presentation:
approximately 40-50 minutes/session
- frontal debates: approximately 50 minutes/session
- debate-course, interactive presentation: approximately 25 minutes/ session
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- conclusions, evaluations, adopting new approaches: approximately 25 minutes /
session
Course materials
Course handouts, for debate or for activity, printed and in electronic format, a list of selective
bibliography, multimedia presentations, PowerPoint presentations, computer, video (provided
by faculty), e-group - on the yahoo.groups - materials and information posted on the e-group
which are intended just for teaching activities that are included in the seminars
Venue
Course and seminary room with a capacity of 20 PhD candidates.
Planning / Schedule for meetings and verifications / Formative evaluation
C1 – Introductory Course
There are presented the premises of designing the theme and the teaching approaches, major
curricular options, course objectives, topics proposed, recommended literature, assessing
methods and other organizational details. There are made clarifications related to working
assignments: developing a research project, developing a presentation for this, critical-
constructive analysis of a research or of a research report.
C2, C3, C4, C5, C6, C7, C8 – Debate-course for themes I-IV.
S1 – S4
The group of PhD candidates will present and debate 2-4 themes for each seminary,
these being related to the issues presented during the course. The themes will be tackled
individually or in small groups and they will be presented by using posters, PowerPoint slides,
concise descriptions, case studies etc. It will be conducted a continuous assessment, having a
formative and a training characteristic.
C9, C10, C11 – Debate-course
Creating a compact summary, of approximately 25 minutes/ course for the themes V, VI
and VII, followed by applied exercises, individual activities, group activities, discussions and
frontal evaluations.
S5 – S6
The group of PhD candidates will present and debate 2-4 themes for each seminary,
these being related to the issues presented during the course. The themes will be tackled
individually or in small groups and they will be presented by using posters, PowerPoint slides,
concise descriptions, case studies etc. It will be conducted a continuous assessment, having a
formative and a training characteristic.
C12, C13, C14 – Debate-course
Organizing collective discussions, interactive activities for reinforcing and consolidating
information, recapitulation, in order to complete research projects.
S7
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Collective analysis of curricular assignments that were created. It will be conducted a
continuous assessment, having a formative and a training characteristic.
PhD candidates' responsibilities as regards courses and seminars
- Consult the recommended orientative bibliography and other bibliography sources
identified individually
- Active and interactive participation in the practical teaching activities
- Design illustrations and applied examples to various aspects of pedagogical research
- Develop research and research-action projects.
Forms of assessment used
develop and present a research project (including also a presentation of this one)
critical-constructive analysis of a pedagogical research or of a research report
continuous assessment, having a formative and training characteristic as concerns frontal
and group interactive activities conducted during working sessions
Grades (Satisfactory, Good or Very Good) are awarded as a result of evaluating the process and
the product designed, by exploiting the following criteria:
- Quality, consistency and originality of personal interventions during the working
sessions ( process evaluation)
- Qualitative aspects of the research project conducted and of its presentation (product
evaluation)
- The quality of sustaining effectively the research project
- Qualitative aspects and the originality of the critical-constructive pedagogical analysis
or of the research report.
Organizing details, the management of learning situations
Attendance to courses and seminars: It is proposed and negotiated with the PhD candidates a
minimum number of attendances to courses and seminars, attendance which can influence the
access to the final evaluation, as follows:
- Between 8 to 10 attendences out of a total of 14 courses
- Between 4 to 5 attendences out of 7 seminars
Recuperation - recuperation is not organized for PhD candidates who are absent. In such cases,
PhD candidates must fulfill all the activities in the coming year, with the approval of the
doctorate coordinator and of the Institute for Doctoral Studies.
Optional bibliography
The optional bibliography is chosen by each PhD candidate under the guidance of the
course holder and coordinator, depending on the specific educational needs.
Cluj-Napoca
March, 12 2010
Proffessor dr. Muşata Bocoş