This curricular unit has three fundamental objectives: 1. To provide a set of tools to enable students to monitor and critically analyse scientific knowledge relevant to the practice of Social Work; 2. To enable students to carry out scientific research within the scope of Social Work and the social sciences; 3. Promote the acquisition of methodological knowledge and skills to enable the operationalisation of a research and intervention project.
Programme
I. Main techniques for collecting and processing information
1. Sampling 1.1 Introduction to sampling 1.2 Probabilistic sampling methods 1.2.1 Types of samples: simple random; systematic; stratified; clustered; multi-stage 1.2.2 Characteristics of probability samples 1.3 Non-probability sampling methods 1.3.1 Types of samples: convenience; snowball; quota. 1.3.2 Characteristics of non-probability samples
2. The questionnaire survey 2.1 Brief theoretical considerations 2.2 Types of questionnaire survey: potential and limits 2.2.1 The self-administered survey 2.2.2 The indirect administration survey 2.3 The main stages of survey preparation 2.4 Drawing up the survey: practical aspects (types of questions, wording of questions, organisation of questions) 2.5. Survey administration 2.6 Ethical considerations 2.7 Analysing and processing the information collected via the survey: SPSS
3. Interviews 3.1 Brief theoretical considerations 3.2 Types of interviews 3.2.1. according to their degree of structuring: structured, semi-structured and unstructured 3.2.2 Depending on the number of interviewees involved: interviews with individuals and interviews with groups (focus groups). 3.3 Life stories as a form of interview 3.4 Conducting the interview: practical aspects and main interfering factors 3.5 Potential and limits of interviews 3.6 Ethical considerations 3.7. Analysing and processing information collected through interviews: analysing qualitative data
4. Analysing documents 4.1. The world as text 4.2 Types of documents: personal, official and media documents 4.3 Criteria for evaluating documents 4.4 Document interpretation (content analysis and discourse analysis)
Demonstration of the syllabus coherence with the curricular unit's learning objectives
In an attempt to train students in scientific research, particularly in terms of methodology, the programme focuses on three fundamental aspects: sampling techniques appropriate to the different research strategies (quantitative and qualitative); the questionnaire survey; the interview; and, finally, documentary analysis, the latter including the importance of using audiovisual techniques to capture the world (photography and video, for example).
Main literature
Burgess, R. G.;A Pesquisa de Terreno, Oeiras, Celta Editora, 1997
Cea d'Ancona, M. A.;Metodología cuantitativa: estratégias y técnicas de investigación social, Madrid: Editorial Síntesis, 1999
Foddy, W. ;Como perguntar, Oeiras, Celta Editora, 1996
Fortin, M. F.;O Processo de Investigação: da concepção à realização, Loures, Lusociência, 1999
Ghiglione, R. & Matalon, B. ;O Inquérito, Oeiras, Celta Editora, 1993
Hill, M. M. & Hill, A. ;A construção de um questionário. Série de Working Papers de Dinâmia, Lisboa, Dinâmia, 1998
Lessard-Hébert, M. et al.;Investigação Qualitativa, Lisboa, Instituto Piaget, 1990
Lima, M. P. de ;Inquérito Sociológico, Lisboa, Presença, 2000
Moreira, J. M. ;Questionários: Teoria e Prática, Lisboa, Almedina, 2004
Poirier, J.; Clapier-Valladon, S. & Raybaut, P.;Histórias de Vida, Oeiras, Celta Editora, 1999
Quivy, R. & Campenhoudt, L. Van ;Manual de Investigação nas Ciências Sociais, Lisboa, Gradiva, 1992
Rubin, A. & Babbie, E.;Research Methods for Social Work, Belmont: Thomson, 2005
Spencer, S.;Visual research methods in the social sciences, Londres: Routledge, 2011
Literature Notes
A docente poderá disponibilizar outros documentos de apoio na pasta de documentos da disciplina no Sigarra.
Learning Methods
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 in the field); lectures of a practical nature to develop a diverse range of work related to the subjects taught (construction of samples, preparation of questions, structuring of questionnaires and interview scripts, processes of documentary analysis and coding, in the context of qualitative analysis, the use of photography and video as tools for gathering information).
Assessment Components
Avaliação distribuída com exame final
Assessment Components
Description
Type
Time (hours)
Conclusion Date
Attendance (estimated)
Lessons
45
Individual test
Teste/Exame
2
Independent study
Study
78
Total:
125
Continuous Assessment
Students can choose one of the following assessment methods:
a) Distributed Assessment
a) Completion of a group assignment with an oral presentation: weighting of 45%. Groups must consist of a minimum of 3 students and a maximum of 4 students. For this purpose, students should consult the document guiding the preparation of the assignment available in the UC documents folder on Sigarra.
b) An individual test (weighting 45%) to be taken on the same date as the final exam.
c) Class participation. 10% weighting (up to 1 value for students who attend 75% or more of classes and up to 1 value for active participation in classes).
Note: In the case of student workers who are unable to attend classes and wish to take a distributed assessment, each test is worth 50 per cent.
b) Final Exam
A final WRITTEN EXAM (100% weighting in the final grade).
Final Exam
Distributed assessment Group work with oral presentation = 45% Written test = 45% Class participation = 10%
OR
Final exam Final exam = 100%
Proofs and special works
Not applicable.
Special Assessment (TE, DA, ...)
According to the Knowledge Assessment Regulations.
Improvement of final grade
According to the Knowledge Assessment Regulations.
Demonstration of the coherence between the teaching methodologies and the learning outcomes
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. Merely memorising content is not in line with the experimental demands of research practice. In this sense, the use of practical classes is a crucial moment for discussion and clarification of doubts.
