DGC004 Research Methods in Education

Faculty of Education
Autumn 2022
Extent and Intensity
0/0/0. 15 credit(s). Type of Completion: zk (examination).
Taught in person.
prof. PhDr. Tomáš Janík, Ph.D., M.Ed. (lecturer)
Guaranteed by
prof. PhDr. Tomáš Janík, Ph.D., M.Ed.
Department of Geography - Faculty of Education
Contact Person: Kateřina Brabcová
Supplier department: Institute for Research in School Education - Faculty of Education
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The subject introduces scientific thinking to students as essential for successful project planning, implementation and evaluation of educational research.
Learning outcomes
After completing the course, the student is able:
- to acknowledge the specific nature of ways of inquiry in educational science;
- to reflect challenges linked with constituting the field of study and research methodology in educational science;
- to grasp the phenomena of educational reality through the language of education;
- to differentiate various types of research and research design;
- to propose and justify his/her own research project;
- to reflect a follow methodological standard in the field.
  • To understand (Verstehen) and to explain (Erklären) as fundamental ways of inquiry in educational science: "Geisteswissenschaften" and "Science" and their methodology: hermeneutic/idiographic and nomothetic approach. Constituting the field of study in Educational Science: evolving Philosophy of Education, Educational Science, and Practical Pedagogy. Educational Science in cooperation with Philosophy, Sociology, Psychology ... and consequences for methodology – developing of interdisciplinarity and transdisciplinarity. Theory and practice relations and the nature of pedagogical knowledge: layman knowledge, practical professional knowledge, research-based knowledge; descriptive knowledge, explanatory knowledge, evaluative knowledge, knowledge for change, knowledge for improvement. The language of education and Educational Science: words and terminology at the edge of natural language, professional language, and scientific language. Types of research in Educational Science: basic and applied research and development, quantitative and qualitative research, strategic and action research, monodisciplinary and interdisciplinary research, laboratory and field research, transversal and longitudinal research etc. Research designs typical for Educational Science: experiment, action research, case study, video study, questioning etc. Planning, realizing and evaluating research in Educational Science. Standards of (methodological) quality of inquiry in Educational Science.
    required literature
  • Creswell, J. W. (2001). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River: Pearson/Merrill Prentice Hall.
  • Pelikán, J. (2011). Základy empirického výzkumu pedagogických jevů. Praha: Karolinum.
  • Švec, Š. et al. (2009). Metodologie věd o výchově. Kvantitativně-scientistické a kvalitativně-humanitní přístupy v edukačním výzkumu. Brno: Paido.
  • Fajkus, B. (2005). Filosofie a metodologie vědy. Vývoj, současnost a perspektivy. Praha: Academi
  • Ondrejkovič, P., & Majerčíková, J. (2012). Vysvetlenie, porozumenie a interpretácia v spoločenskovednom výskume. Bratislava: VEDA.
  • Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks: Sage.
  • Brezinka, W. (2001). Východiska k poznání výchovy. Úvod k základům vědy o výchově, k filozofii výchovy a k praktické pedagogice. Brno: L. Marek.
  • Najvar, P., Najvarová, V., Janík, T. & Šebestová, S. (2011). Videostudie v pedagogickém výzkumu. Brno: Paido.
  • Gavora, P. (2010). Úvod do pedagogického výzkumu. Brno: Paido.
  • Švaříček, R., & Šeďová, K. et al. (2007). Kvalitativní výzkum v pedagogických vědách. Praha: Portál.
  • Hendl, J. (2005). Kvalitativní výzkum. Praha: Portál.
    recommended literature
  • Maňák, J., Švec, V., & Švec, Š. (Eds.), (2005). Slovník pedagogické metodologie. Brno: Paido.
  • Janíková, M. & Vlčková, K. et al. (2009). Výzkum výuky: tematické oblasti, výzkumné přístupy a metody. Brno: Paido. (kap. 1 a 2).
  • Tippelt, R. & Schmidt, B. (Eds.), (2010). Handbuch Bildungsforschung. Wiesbaden: Verlag für Sozialwissenschaften.
  • Disman, M. (1993). Jak se vyrábí sociologická znalost. Praha: Karolinum.
Teaching methods
lectures, discussion
Assessment methods
To defend literature review and research design of the dissertation research in the discussion with the examiner.
Language of instruction
Further Comments
The course can also be completed outside the examination period.
The course is taught annually.
The course is also listed under the following terms autumn 2020, Spring 2021, Autumn 2021, Spring 2022, Spring 2023.
  • Enrolment Statistics (recent)
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