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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: musata.bocos@yahoo.com

Telephone: 0722809970

Faculty of Psychology and Education Sciences

Sindicatelor Street, no. 7, 400029, Cluj-Napoca

Tel: 0264 405337 Fax: 0264 590559

E-mail: psiedu@psiedu.ubbcluj.ro

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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.

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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