METHODOLOGIA EREUNAS STIS TECΗNOLOGIES MATHĪSĪS I

Course Information
TitleΜΕΘΟΔΟΛΟΓΙΑ ΕΡΕΥΝΑΣ ΣΤΙΣ ΤΕΧΝΟΛΟΓΙΕΣ ΜΑΘΗΣΗΣ Ι / METHODOLOGIA EREUNAS STIS TECΗNOLOGIES MATHĪSĪS I
CodeΥ01
Interdepartmental ProgrammePPS Learning Technologies - Education Sciences
Collaborating SchoolsEarly Childhood Education
Electrical and Computer Engineering
Medicine
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter
CoordinatorArgyrios Kyridis
CommonNo
StatusActive
Course ID600019917

Programme of Study: PPS Learning Technologies - Education Sciences

Registered students: 25
OrientationAttendance TypeSemesterYearECTS
CoreCompulsory Course116

Class Information
Academic Year2020 – 2021
Class PeriodWinter
Faculty Instructors
Instructors from Other Categories
Weekly Hours3
Class ID
600179392
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
  • Distance learning
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Students who attend the course should be able to understand the nature and techniques of scientific research, especially that focusing on social sciences and education. They should be able to understand, to judge and utilizing published research, to identify their key characteristics and being able to seize for subsequent research efforts. Students should be able to recognize research methods and research tools, and to plan research efforts and tools. They should know and use basic principles and techniques of quantitative and qualitative research methods and techniques
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Respect natural environment
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
(a) Introduction to scientific research - Epistemological conditions of research, (b) Validity, reliability and research ethics, (c) the research project (design) (d) Research question - Research Affairs, (e) Documentation, Bibliography and looking for bibliography (f) Sampling and Variables, (g) Quantitative research - Using SPSS (Basic instructions) (h) The survey - questionnaire design and data analysis.
Keywords
Scientific Research, Qualitative research, Quantitative research, Data analysis, Research plan
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Audio
  • Multimedia
  • Interactive excersises
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures391.6
Laboratory Work80.3
Reading Assigment502
Project150.6
Written assigments381.5
Total1506
Student Assessment
Description
In order to get familiarized with the scientific research, the students will take part in exercises. The implementation of these exercises will help both the students and the teachers to form the final evaluation). Students shape groups of 3 persons. These groups will be required to plan and carry out a survey in four stages. The evaluation will be formative and final. For the convenience of students will be given the appropriate literature and instructions.
Student Assessment methods
  • Written Exam with Extended Answer Questions (Formative, Summative)
  • Written Assignment (Formative, Summative)
  • Performance / Staging (Formative, Summative)
Bibliography
Additional bibliography for study
Απολύτως απαραίτητη βιβλιογραφία ώστε οι μεταπτυχιακές φοιτήτριες και οι μεταπτυχιακοί φοιτητές να ανταπεξέλθουν στις απαιτήσεις του μαθήματος) Robson, C. (2007). Η έρευνα του πραγματικού κόσμου. Αθήνα: Gutenberg. Creswell, W.J. (2011). Η Έρευνα στην Εκπαίδευση. Σχεδιασμός, Διεξαγωγή και Αξιολόγηση της Ποσοτικής και Ποιοτικής Έρευνας. Μετ. Κουβαράκου, Ν., Επιμ. Χ. Τζορμπατζούδης. Αθήνα: ΙΩΝ. Bell, j. (1999). Μεθοδολογικός σχεδιασμός παιδαγωγικής και κοινωνικής έρευνας. Gutenberg Ενδεικτική βιβλιογραφία η οποία πραγματεύεται πιο συγκεκριμένες ―κατά κανόνα― πτυχές της ερευνητικής μεθοδολογίας. Στη συγκεκριμένη βιβλιογραφία δεν είναι υποχρεωτικό να προστρέξουν οι φοιτήτριες και οι φοιτητές, παρά μόνον όσες και όσοι επιθυμούν να μελετήσουν περισσότερο τόσο για τις ανάγκες του συγκεκριμένου μαθήματος όσο και για τις ανάγκες άλλων μαθημάτων ή για την εκπόνηση μεταπτυχιακών εργασιών ή της τελικής μεταπτυχιακής του εργασίας: Anderson G. (1990). Fundamentals of Educational Research. Bristol: Falmer Press. Bailey K. (1978). Methods of Social Research. London: Collier - McMillan. Bardin L. (1977). L' analyse de contenu. Paris: PUF. Belson W.A. (1986). Validity in Survey research. Aldershot: Gower. Berelson B. (1971). Content Analysis in Communication Research. New York: Hafner. Cohen L. & Manion L. (20004). Μεθοδολογία Εκπαιδευτικής Έρευνας. Αθήνα: Μεταίχμιο. Curley K. (1990). Content Analysis. In: Asher E. The Encyclopedia of Language and Linguistics. Edinburgh: Pergamon Press. Davidson J. (1970). Outdoor Recreation Surveys: The Design and the Use of Questionnaires for Site Surveys. London: Countryside Commission. De Sola Pool I. (1959). Trends in Content Analysis. Urbana: University of Illinois Press. DeLandsheere G. (1996). Η εμπειρική έρευνα στην εκπαίδευση. Αθήνα: τυπωθήτω - Γ. Δαρδανός. Denzin N. (1970). The Research Act in Sociology: A Theoretical Introduction to Sociological Method. London: Butterworth. DeVaus D. (1986). Surveys in Social Research. Boston: Allen & Unwin. Downs C., Smeyak G. & Martin E. (1980). Professional Interviewing. New York: Harper & Row. Fraise P. & Piaget J. (1970). Traite de Psychologie Experimentale. Paris: PUF. Gall M., Borg W. & Gall J. (19965). Educational Research. An Introduction. New York: Longman. Grawitz M. (1981). Methods des sciences sociales. Paris: Dalloz. Hitchcock G. & Hughes D. (1992). Research and the Teacher. New York: Routledge. Hoinville G. & Jowell R. (1978). Survey Research Practice. London: Heinemann. Howard K. & Sharp J.A. (1996). H επιστημονική μελέτη. Aθήνα: Gutenberg Javeau J. (1996). Η έρευνα με ερωτηματολόγιο. Αθήνα: τυπωθήτω - Γ. Δαρδανός. Kerlinger F. (1970). Foundations of Behavioral Research. New York: Holt, Rinehart & Winston. Koen, L & Manion, L. (2007). Mεθοδολογία Eκπαιδευτικής Έρευνας. Aθήνα: Μεταίχμιο Kripppendorf K. (1980). Content Analysis: An introduction to its Methodology. London: Sage. Labaw P. (1980). Advanced Questionnaire Design. Cambridge: Abt. Lasswell H.D. & Leites W. (1965). The Language of Politics: Studies in Quantitative Semantics. New York: MIT Press. Lasswell H.D. Merner O. & De S. Pool I. (1952). The comparative study of symbols. Stanford: Stanford University Press LeCompte M., Millroy W. & Preissle J. (Eds) (1992). The Handbook of Qualitative Research in Education. San Diego: Academic Press. Lin N. (1976). Foundations of Social Research. New York: McGraw Hill. Lofland J. (1971). Analyzing Social Settings. New York: Wadsworth. Merton R. & Kendall P. (1946). The focused interview. American Journal of Sociology, 51, 541-557. Miles M. & Huberman A. (1994). Qualitative Data Analysis. Thousand Oaks: Sage. Moscovici S. (1970). La psychanalyse, son image et son public. Paris: PUF. Moser C. & Kalton G. (1977). Survey Methods in Social Investigation. London: Heinemann. Mouly G. (1978). Educational Research: The Art and Science of Investigation. Boston: Allyn and Bacon. Mucchieli R. (1988). L' analyse de contenu des documents et des communications. Paris: Les Editions ESF. Mucchielli L. (1968). Le questionnaire dans l' enquete psychosociale. Paris: Libraires Techniques - Ed. Sociales Francaises. Selltiz C. Wrightsman L. & Cook S. (1976). Research Methods in Social Relations. New York: Holt, Rinehart & Winston. Smith C. (Ed) (1992). Motivation and Personality: Handbook of Thematic Content Analysis. New York: Cambridge University Press. Smith H. (1975). Strategies of Social Research: The Methodological Imagination. London: Prentice Hall. Sudan S. & Bradburn N. (1982). Asking Questions. San Francisco: Jossey - Bass. Tuckman B. (1972). Conducting Educational Research. New York: Harcourt Brace. Unrug M. C. (1974). Analyse de contenu et acte de la parole. Paris: Editions Universitaires. Veron E. (1981). La construction des evenements. Paris: Les Editions de Minuit. Weber R. (21990). Basic Content Analysis. Thousand Oaks: Sage. Κολύβα - Μαχαίρα Φ. & Μπόρα - Σέντα Ε. (1995). Στατιστική. Θεσσαλονίκη: Ζήτη. Μπέλλας Θ. (1998). Δομή και γραφή της επιστημονικής εργασίας. Αθήνα: Ελληνικά Γράμματα. Σταυρινός Β. (1998). Στατιστική για τις επιστήμες της Υγείας. Αθήνα: Gutenberg. Παπαγεωργίου Γ. Μέθοδοι στην κοινωνιολογική έρευνα. Αθήνα: τυπωθήτω - Γ. Δαρδανός. Τσάντας Ν. Μωυσιάδης Χ. Μπαγιάτης Ν. & Χατζηπαντελής Θ. (1999). Ανάλυση δεδομένων με τη βοήθεια στατιστικών πακέτων. Θεσσαλονίκη: Ζήτη.
Last Update
14-10-2020