| Code: | SS2210221 | Acronym: | MTIS1 | |
| Predominant Scientific Areas: | ||||
| Acronym | No. of Students | Study plan | Curriculum Years | ECTS | Contact hours | Total Hours |
|---|---|---|---|---|---|---|
| LSS1 | 79 | Viso nº 16918/2022 de 30 de Agosto | 2º | 3 ECTS |
| Theoretical-Practical: | 32,00 |
| Forms: | 0,00 |
Teaching - Hours
|
To initiate students into the practice of scientific research:
1. Acquiring skills in the production of scientific knowledge, monitoring and critically analysing the knowledge produced in Social Work
1.1 Being able to identify and break down the main obstacles to scientific knowledge
1.2 Being able to draw up starting questions, theoretical problems and analysis models suitable for analysing the social problems worked on in the field.
1.3 Be able to use the principles of critical thinking and argumentation when writing research reports
2. Acquire competences in carrying out scientific research using the appropriate methodological tools
2.1 Be able to carry out participant observation work and draw up a field diary as part of fieldwork
1. The production of scientific knowledge
1.1 The importance of social research in the practice of the Social Worker
1.2 Reality and knowledge about reality: knowledge as construction
1.3 Epistemological obstacles and breaking with common sense
1.3.1 Naturalism, individualism and ethnocentrism
1.3.2 The methodological principle of explaining the social by the social
1.4 Scientific research strategies
1.4.1 Method of extensive analysis (or measurement), method of intensive analysis (or case studies) and experimental method
1.4.2 Triangulation
1.5 Critical thinking and argumentation
2. Conducting scientific research in the social sciences
2.1 Defining the problems to be explained
2.1.1 Formulating the starting question
2.1.2 Exploratory phase
2.2 Construction of the theoretical problem and formulation of hypotheses/analysis model
2.2.1 Theory in the research process
2.2.2 Conceptualisation and measurement: concepts, indicators, reliability and validity
2.2.3 Theoretical hypotheses and model of analysis
2.3 Carrying out the research: brief references
2.3.1 Construction and application of data collection instruments
2.3.2 Processing and analysing the data collected
3. Participant observation
3.1 Stages of observation and roles of the observer
3.2 Observing and recording: making field notes
3.3 Processing, analysing and presenting data
The social intervention work carried out by the students as part of their internship work throughout the semester presupposes a rigorous determination of the causes of the problems identified. Breaking away from distorted views of reality and social problems and mastering the steps involved in conducting scientific research and the processes of argumentation are a fundamental step towards a theoretically-supported practice, thus avoiding actions that merely provide assistance and reproduce these same problems. In terms of acquiring skills in the use of appropriate methodological tools to carry out research, the focus is on the ethnographic method/participant observation, which are essential for the students' fieldwork.
| Bryman, A. ;Social Research Methods, Oxford University Press, 2004 |
| Bruyne, P. et al. ;Dinâmica de Pesquisa em Ciências Sociais, Francisco Alves Editora, 1991 |
| Burgess, R. G. ;A Pesquisa de Terreno, Celta Editora, 1997 |
| Campenhoudt, L. V. & Quivy, R. ;Manual de Investigação nas Ciências Sociais, Gradiva, 1992 |
| Carmo, H. ;Metodologia de Investigação, Universidade Aberta, 1998 |
| Cottrel, S. ;Critical Thinking Skills, Macmillan, 2017 |
| Cottrel, S. ;The Study Skills Handbook, Palgrave, 1999 |
| D¿Ancona, M. A. ;Metodologia cuantitativa. Estrategias y técnicas de investigacíon social, Síntesis, 2001 |
| Freixo, M. J. V. ;Metodologia Científica. Fundamentos, Métodos e Técnicas, Instituto Piaget, 2011 |
| Oliveira, L. A. ;Escrita Científica, Lidel, 2018 |
| Peretz, H. ;Métodos em Sociologia, Temas e Debates, 2000 |
| Rubin, A. & Babbie, E. ;Research Methods for Social Work, Thomson, 2005 |
| Schutt, R. ;Investigating the Social World, Pine Forge Press, 2001 |
| Silva, A. S. ;A ruptura com o senso comum nas ciências sociais. In A. S. Silva & J. M Pinto (orgs.), Metodologia das Ciências Sociais (pp.29-53), Afrontamento, 1986 |
As this is a theoretical-practical subject, the teaching-learning methodology involves orientating classes in two directions: on the one hand, lectures of a more expository nature to present the main syllabus contents illustrated with concrete examples and calling for discussion with the students (capitalising on their experiences during the internship); lectures of a practical nature to develop a diverse set of assignments related to the subjects taught (critical analysis of texts using the principles of critical thinking and argumentation; elaboration of starting questions: theoretical hypotheses: operationalisation of concepts, among other activities).
Avaliação distribuída com exame final
| Description | Type | Time (hours) | Conclusion Date |
|---|---|---|---|
| Attendance (estimated) | Lessons | 30 | |
| Individual test | Teste/Exame | 2 | |
| Independent study | Study | 43 | |
| Total: | 75 |
Students may choose one of the following assessment methods:
1. Distributed assessment (Article 11 of the Knowledge Assessment Regulations) which consists of the following elements:
a) An individual written test to be taken at exam time. Weighting of 70 per cent.
b) A group assignment (2 students). Weighting of 30 per cent.
PLEASE NOTE: Under the terms of point 3 of article 11 of the RAC, students will pass the distributed assessment if they end up with a mark of 10 or more, provided that they have at least 6.5 marks in the partial marks.
Students should read article 11 of the RAC carefully.
2. Final Exam (Article 12 of the Knowledge Assessment Regulations):
A final written exam.
100% weighting.
Distributed assessment
Test = 70%
Group work = 30%
Exam
Exam = 100%
Not applicable.
According to RAC.
According to RAC.
The acquisition of skills in the development of scientific research and the application of appropriate methodological tools to the study of certain social problems presupposes the use of teaching-learning strategies that involve students in practical work to apply the knowledge they have learnt. The mere memorisation of content is not in line with the demands of experimentation in research practice.
