Those stated by the regulations for access to the degree of Social Education at the University of Castilla-La Mancha[1]. Nevertheless, it is recommended, following the proposal of the Verifica Program, to have prior knowledge about the general methods of social research and didactics general concepts and systems (UCLM, 2008, p. 98)[2].
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[1] See more at: https://www.uclm.es/estudios/grados/educacion-social
[2] See more at: https://www.uclm.es/cuenca/educacion-humanidades/titulaciones/gradoeducacionsocial/documentacionoficialtitulo
JUSTIFICATION IN THE SYLLABUS
According to the current regulatory framework, and following the guidelines of the White Paper on Pedagogy and Social Education (Vila, 2004)[1], the subject, "Methods of Educational Research", is a scientific subdiscipline related to the development of methodologies of analysis and socio-educational intervention, introducing the techniques and tools for data collection and analysis in educational research with quantitative and/or qualitative and /or mixed approaches. All this with the intention of establishing the design of research processes to obtain a scientific description, understanding and/or explanation of the object/subject of study, depending on the purpose of the research (Mertens, 1998; Cubo, Martín and Ramos, 2011)[2], for the sake of a quality socio-educational intervention.
The subject provides the main epistemological issues (concepts and theoretical approaches), but especially emphasizes the methodological aspects (procedures and techniques and instruments for data collection and analysis) of the scientific method, oriented to the professional training of the social educator, thanks to the approach of a series of technical-professional skills and methodological criteria based on quality parameters and critical positioning. These didactic and learning pretensions maintain an internal coherence with the curriculum that we have given ourselves for the professional development of the social educator as established in the Verifica Program of the degree in Social Education (UCLM, 2008, p. 98-99)[3].
All this, trying to lay the foundations to get started in the possibilities and limitations of Mixed Methods of Research in Education (Greswell and Plano, 2007; Symonds and Gorard, 2010; Sánchez-Santamaría et al., 2015a)[4], and aware that what is relevant for the training profile is the object of study and transferability of the research.
RELATION TO OTHER SUBJECTS.
This subject is integrated within the subject of "Methods of research and educational intervention" which, in turn, forms the module II entitled, "Methodological bases, design, programming and evaluation of socio-educational programs and projects" (UCLM, 2008, pp. 98-99)[3]. This module addresses jointly the knowledge of the didactic bases and educational methodologies necessary for the design, development and evaluation of educational action. In this sense, it maintains a direct relationship with the following subjects, namely:
- Didactic Methodology of Social Education (subject).
- e-ICT, and Design and Evaluation of Socio-educational Projects.
- Final Degree Project and Practicum I and II (other subjects).
This requires to pay careful attention to the role that the subject plays in the formative development of the professional profile of the social educator, seeking at all times the appropriate connections to ensure the coherence and non-duplicity of the content under a logic that tends to vertical and horizontal coordination.
RELATION TO THE PROFESSION
The professional practice of the Social Educator is characterised by being provisional, changing, dynamic and with a clear tendency to become unnecessary as it is aimed at overcoming deficiencies, problems and difficulties inherent to social development and for social promotion and prevention. It is also determined by the subject to whom the socio-educational action is directed, and by the model that is adopted based on what research supports through solid empirical evidence, trying to overcome an intervention based on assumptions by a practice informed by research (Martínez-Santamaría, 1995; Sánchez-Santamaría & Morales, 2014; Sánchez-Santamaría et. al., 2015b; Sánchez-Santamaría & Herrera, 2020)[5]. All this in an interdisciplinary context, having to work with different social professionals. This highlights the fact that all socio-educational intervention must be subject to the logic of permanent enquiry (questioning), and specifically, the social educator must introduce three aspects into his or her professional practice: seeing, judging and acting based on the scientific method. This means that through research they must be able to (Sánchez-Santamaría & Morales, 2014; Sánchez-Santamaría et. al., 2015b)[5]:
a) Assume as their own, from a scientific perspective, the exercise of deepening their knowledge of socio-educational and formative phenomena and contexts.
b) Understand, assess and judge social phenomena and facts in order to optimise their projects and actions under criteria of timeliness, suitability, effectiveness, quality, globality and flexibility.
c) Advance in their professional development as an essential element for the improvement of their practice.
The above implies banishing certain academic conceptions of research, which are far removed from reality and do not provide know-how applied to the context of educational intervention (Úcar, 2016)[6]. For these purposes, research is considered as an instrument at the service of understanding and, as far as possible, transforming educational phenomena, with the intention of adjusting intervention to the real demands and needs of citizens (Del Pozo, 2020)[7], but also to improve the professional practice of Social Educators in interdisciplinary, complex and changing work contexts, and under ethical criteria (Sánchez-Santamaría & Herrera, 2020)[5].
To sum up, it is assumed that the Social Educator is a professional working to generate processes, conditions and educational experiences to empower people in the exercise of their social rights, based on autonomy and freedom.
Vila, A. (coord.) (2004). Libro Blanco. Título de grado de Pedagogía y Educación Social. Vol 1. ANECA. http://www.aneca.es/var/media/150392/libroblanco_pedagogia1_0305.pdf
Mertens, D. M. (1998). Research methods in education and psychology. Sage Publications.
Cubo, S., Martin, B., y Ramos, J.L. (coords.) (2011). Métodos de investigación y análisis de datos en ciencias sociales y de la salud. Pirámide.
UCLM (2008). Programa Verifica del grado en Educación Social. https://www.uclm.es/-/media/Files/A01-Asistencia-Direccion/A01-124-Vicerrectorado-Docencia/grados/educacion-social/documentos-oficiales/Educacin-Social-171218.ashx
Creswell, J., & Plano, V. (2007). Designing and conducting mixed methods research. Sage Publications.
Symonds, J., & Gorard, S. (2010). Death of mixed methods? Pr tje rebirth of research as a craft? Evaluation and Research in Education, 23(2). 121-136. https://doi.org/10.1080/09500790.2010.483514
Sánchez-Santamaría, J. y et al., (2015a). Mixed methods approach: posibilidades y limitaciones para la investigación educativa. IV CIMIE. 2 de julio. Universitat de València-Estudi General. València, España
Martínez-Sánchez, A. (1995). La investigación como fundamento de la intervención social. En P. González, Y. Medina y S. De la Torre (coords.), Didáctica general: modelos y estrategias para la intervención social (pp. 37-82). Universitas.
Sánchez-Santamaría, J. y Morales, S. (2014). Desarrollando competencias de investigación a través de metodologías activas. Contextos Educativos. Revista de Educación, 17(1) 23-44. https://publicaciones.unirioja.es/ojs/index.php/contextos/article/viewFile/2591/2410
Sánchez-Santamaría, J. et al., (coords.) (2015b). La educación social como acción transformadora: reflexiones y experiencias desde distintos ámbitos de intervención profesional. Servicio de Publicaciones - G9.
Sánchez-Santamaría, J., & Herrera, D. (2020). Investigación cualitativa: Investigación-acción e investigación biográfico-narrativa en Pedagogía Social. En Del Pozo (comp.), Intervención educativa en contextos sociales: fundamentos e investigación, estrategias y educación social en el ciclo vital (pp. 103-119). Editorial UniNorte.
Úcar, X. (2016). Los profesionales de lo socioeducativo como investigadores: la creación de conocimiento. Educació Social. Revista d’intervenció socioeducativa. 62, 11-23. https://raco.cat/index.php/EducacioSocial/article/view/308220
Del Pozo, F.J. (comp.) (2002). Intervención educativa en contextos sociales: fundamentos e investigación, estrategias y educación social en el ciclo vital. Editorial UniNorte.
Note: https://normas-apa.org/referencias
| Course competences | |
|---|---|
| Code | Description |
| E18 | Ability to design, implement and evaluate socio-educational strategies, plans, programmes, projects and actions in different contexts |
| E26 | Ability to prepare and interpret documents and reports inherent to professional performance |
| G07 | Ability to select information, manage knowledge and use the ICTs from a critical and reflective perspective |
| G08 | Oral and written language skills at a professional level and ability to use and to speak other languages |
| Course learning outcomes | |
|---|---|
| Description | |
| Additional outcomes | |
| Description | |
| 233727 Be able to apply basic research and intervention techniques to socio-educational work 233731 To acquire the fundamental theoretical bases for research and intervention in social education. 233761 To learn to use and apply a wide range of educational techniques and resources depending on the demand or the context in which the educational action takes place. |
|
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Unit 1: The scientific method and ethics and the gender approach in Social Education research
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Unit 2: Research methodologies in Social Education (I): Quantitative designs
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Unit 3: Research methodologies in Social Education (II): Qualitative designs
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Unit 4: Research methodologies in Social Education (III): Mixed designs
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Unit 5: Emerging fields of social education research: visual research, on-line research and social-media research.
| Training Activity | Methodology | Related Competences (only degrees before RD 822/2021) | ECTS | Hours | As | Com | Description | |
| Class Attendance (practical) [ON-SITE] | Lectures | E26 G07 | 1.2 | 30 | Y | N | Theoretical presentation with debate. Work sessions oriented to the introduction of the basic content of each of the subjects, with the support of bibliographic reference material and resources developed by the teacher that will form part of the content of the final exam of the course and that will support the activities of the course. | |
| Project or Topic Presentations [ON-SITE] | Case Studies | E26 G07 G08 | 1.1 | 27.5 | Y | Y | Case studies for the application of different educational research methods | |
| Writing of reports or projects [OFF-SITE] | Work with simulators | E18 E26 G07 G08 | 3.1 | 77.5 | Y | Y | Study and workshop aimed at designing an original educational research project using infographics. | |
| Study and Exam Preparation [OFF-SITE] | Self-study | E26 | 0.5 | 12.5 | Y | N | Documentation of the work carried out. Preparation of evaluations | |
| Other on-site activities [ON-SITE] | Assessment tests | E26 G07 G08 | 0.1 | 2.5 | Y | N | Theoretical and practical test | |
| Total: | 6 | 150 | ||||||
| Total credits of in-class work: 2.4 | Total class time hours: 60 | |||||||
| Total credits of out of class work: 3.6 | Total hours of out of class work: 90 | |||||||
As: Assessable training activity Com: Training activity of compulsory overcoming (It will be essential to overcome both continuous and non-continuous assessment).
| Evaluation System | Continuous assessment | Non-continuous evaluation * | Description |
| Assessment of problem solving and/or case studies | 40.00% | 0.00% | Development of case studies This is a recoverable activity |
| Test | 20.00% | 100.00% | It will consist of a multiple-choice test of 20 questions with 3 closed options (individual test). In the case of those who opt for non-continuous assessment: will be a test of 40 questions with 3 closed options and resolution of a practical research case, will act as a global qualification of 100% of the competences. |
| Projects | 40.00% | 0.00% | Evidence of learning and classroom work activities (individual work and tests): elaboration of an infographic on the general process of educational research. This is a recoverable activity, both in ordinary and extraordinary exams. |
| Total: | 100.00% | 100.00% |
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Continuous assessment:1. For the Resolution of Cases and the work:
- Structure and systematisation of the content.
- Clarity and coherence of exposition.
- Ability to analyse, synthesise and critique information.
- Ability to use appropriate oral and written expression.
- Incorporation and appropriate use of ICT.
- Creativity, originality and suitability of the proposals to the problem/case being worked on.
2. For the test with closed questions:
- Correct answers.
- Two incorrect answers will subtract one good.
3. Work: infographics
- Structure and systematisation of the content.
- Clarity and coherence of exposition.
- Ability to analyse, synthesise and critique information.
- Ability to make appropriate use of oral and written expression.
- Incorporation and appropriate use of ICT.
- Creativity, originality and appropriateness of the proposals to the problem/case being worked on.
It will not be necessary to pass the 3 evaluation systems to obtain an average, the condition will be to obtain at least 40% of the total mark of each part to obtain an average.
General Comments:
1. To make average between the three evaluation systems it is not necessary to pass all the activities and associated tests.
2. Failure to pass a test does not imply failure in the subject, it will result in a 0 that will be added to the rest of the scores obtained.
3. Following the provisions of Article 14.2 of the UCLM Student Evaluation Regulations of May 28, 2022, 5% of the student body may obtain the honorable registration in the subject according to the number of students enrolled in the same. Although the regulation establishes that honorary registration can be assigned from 9 or more, the professor will also value the excellent academic performance throughout the course, without this entails submitting additional activities by students who want to qualify for this recognition. In case of obtaining a 10, the assignment will be automatic -
Non-continuous evaluation:In the first part, a test with 40 questions of 3 options, and, in the second part, the development of a general research process applied to a case:
1. First part of the final test (50% of the mark):
- Correct answers.
- Two incorrect answers will subtract one good.
3. Development of the topic (50% of the mark):
- Structure and systematisation of the content.
- Clarity and coherence of exposition.
- Ability to analyse, synthesise and critique information.
- Ability to use appropriate oral and written expression.
- Creativity, originality and appropriateness of the proposals to the problem/case being worked on.
In order to pass, it will be necessary to have a score equal to or higher than 25% of the mark in each of the two parts of the final exam. In order to guarantee, as far as possible, the evaluation of the competences involved in this subject, and in coherence with its subject matter, the test will combine theory and practice with a marked focus on the professional profile of the Social Educator.
General Comments:
1. To make average between the three evaluation systems it is not necessary to pass all the activities and associated tests.
2. Failure to pass a test does not imply failure in the subject, it will result in a 0 that will be added to the rest of the scores obtained.
3. Following the provisions of Article 14.2 of the UCLM Student Evaluation Regulations of May 28, 2022, 5% of the student body may obtain the honorable registration in the subject according to the number of students enrolled in the same. Although the regulation establishes that honorary registration can be assigned from 9 or more, the professor will also value the excellent academic performance throughout the course, without this entails submitting additional activities by students who want to qualify for this recognition. In case of obtaining a 10, the assignment will be automatic
For non-continuous assessment students, the test will have the same characteristics as in the ordinary exam, without having to retake the test in all its parts.
| Not related to the syllabus/contents | |
|---|---|
| Hours | hours |
| Unit 1 (de 5): The scientific method and ethics and the gender approach in Social Education research | |
|---|---|
| Activities | Hours |
| Class Attendance (practical) [PRESENCIAL][Lectures] | 4 |
| Project or Topic Presentations [PRESENCIAL][Case Studies] | 6 |
| Writing of reports or projects [AUTÓNOMA][Work with simulators] | 6.5 |
| Study and Exam Preparation [AUTÓNOMA][Self-study] | 2 |
| Teaching period: January-February | |
| Comment: Estimate subject to modifications according to teaching criteria and evolution of the class group | |
| Unit 2 (de 5): Research methodologies in Social Education (I): Quantitative designs | |
|---|---|
| Activities | Hours |
| Class Attendance (practical) [PRESENCIAL][Lectures] | 14 |
| Project or Topic Presentations [PRESENCIAL][Case Studies] | 4 |
| Writing of reports or projects [AUTÓNOMA][Work with simulators] | 26 |
| Study and Exam Preparation [AUTÓNOMA][Self-study] | 4 |
| Teaching period: February-March | |
| Unit 3 (de 5): Research methodologies in Social Education (II): Qualitative designs | |
|---|---|
| Activities | Hours |
| Class Attendance (practical) [PRESENCIAL][Lectures] | 7 |
| Project or Topic Presentations [PRESENCIAL][Case Studies] | 3 |
| Writing of reports or projects [AUTÓNOMA][Work with simulators] | 25 |
| Study and Exam Preparation [AUTÓNOMA][Self-study] | 2.5 |
| Teaching period: April | |
| Unit 4 (de 5): Research methodologies in Social Education (III): Mixed designs | |
|---|---|
| Activities | Hours |
| Class Attendance (practical) [PRESENCIAL][Lectures] | 7 |
| Project or Topic Presentations [PRESENCIAL][Case Studies] | 1 |
| Writing of reports or projects [AUTÓNOMA][Work with simulators] | 18.5 |
| Study and Exam Preparation [AUTÓNOMA][Self-study] | 7 |
| Other on-site activities [PRESENCIAL][Assessment tests] | 2 |
| Teaching period: April-May | |
| Unit 5 (de 5): Emerging fields of social education research: visual research, on-line research and social-media research. | |
|---|---|
| Activities | Hours |
| Class Attendance (practical) [PRESENCIAL][Lectures] | 3 |
| Project or Topic Presentations [PRESENCIAL][Case Studies] | 1 |
| Writing of reports or projects [AUTÓNOMA][Work with simulators] | 5 |
| Study and Exam Preparation [AUTÓNOMA][Self-study] | 1 |
| Other on-site activities [PRESENCIAL][Assessment tests] | .5 |
| Teaching period: May | |
| Global activity | |
|---|---|
| Activities | hours |
| General comments about the planning: | The beginning of this block of subjects is subordinated to the evolution of the class group and to the pedagogical criteria which, in the teacher's opinion, indicate that it is convenient to overlap them with the previous thematic block and the corresponding training activities |
| Author(s) | Title | Book/Journal | Citv | Publishing house | ISBN | Year | Description | Link | Catálogo biblioteca |
|---|---|---|---|---|---|---|---|---|---|
| Bisquerra, R. | Metodología de la investigación educativa / | La Muralla | 84-7133-748-7 | 2004 |
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| Cohen, L. | Research Methods in Education | Routledge, | 978-0-415-58336-7 | 2011 |
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| Creswell, J., Plano, V. | Designing and conducting mixed methods research. | Sage | 978-14-833-4698-4 | 2007 | |||||
| Cubo, Sixto; Martin, Beatriz; Ramos, J.L. | Métodos de investigación y análisis de datos en ciencias soc | Pirámide | 978-84-368-2462-9 | 2011 |
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| Hernández Sampieri, R. | Metodología de la investigación | McGraw-Hill | 9781456223960 | 2015 | |||||
| Sandín, M.P. | Investigación cualitativa en educación: fundamentos y tradiciones. | McGrawHill | 84-481-3779-5 | 2003 | |||||
| Symonds, J., & Gorard, S. | Death of mixed methods? Pr tje rebirth of research as a craft? | Evaluation and Research in Education, 23(2). 121-136 | 2010 | https://doi.org/10.1080/09500790.2010.483514 | |||||
| Sánchez-Santamaría, J., & Herrera, D. | Investigación cualitativa: Investigación-acción e investigación biográfico-narrativa en Pedagogía Social. | Del Pozo, F.J. (comp.), Intervención educativa en contextos sociales: fundamentos e investigación, estrategias y educación social en el ciclo vital (pp. 103-119). | UniNorte | 9789587892239 | 2020 | ||||
| Úcar, X. | Los profesionales de lo socioeducativo como investigadores: la creación de conocimiento. | Educació Social. Revista d¿intervenció socioeducativa. 62, 11-23. | 2016 | https://raco.cat/index.php/EducacioSocial/article/view/308220 |