|
Lecturer(s)
|
-
Kolumber Tereza, Mgr.
-
Najvar Petr, doc. Mgr. Ph.D.
|
|
Course content
|
- Creating a presentation for your own research. - (Non) acceptance of constructive criticism. - How to continue working with critical points of the research survey. - Discussion of the results of own research. - How to proceed after data processing. - Mistakes in the presentation of diploma theses. - Analysis of selected diploma theses from the study program Preschool Pedagogy. - Interpretation of results; practical part (recommendations for practice) - how to work with it. - The course of the defence. - What the testimonials look like, how to work with them. - How to prepare a defence. - What the presentation should be like.
|
|
Learning activities and teaching methods
|
Dialogic (Discussion, conversation, brainstorming), Analysis of a presentation, Self-reflection
- Participation in classes
- 28 hours per semester
- Preparation for course credit
- 50 hours per semester
- Term paper
- 50 hours per semester
- Home preparation for classes
- 22 hours per semester
|
| prerequisite |
|---|
| Knowledge |
|---|
| unspecified |
| unspecified |
| learning outcomes |
|---|
| to describe the requirements for presenting research findings |
| to describe the requirements for presenting research findings |
| to name list the principles of preparing a visual presentation of research findings |
| to name list the principles of preparing a visual presentation of research findings |
| know the terminology of pedagogical research |
| know the terminology of pedagogical research |
| to describe mistakes in the presentation of research findings |
| to describe mistakes in the presentation of research findings |
| to know how to work with graphs and diagrams |
| to know how to work with graphs and diagrams |
| Skills |
|---|
| to prepare an electronic presentation of research findings, to respect the principles of creating a presentation |
| to prepare an electronic presentation of research findings, to respect the principles of creating a presentation |
| to present research findings comprehensively, systematically and comprehensibly |
| to present research findings comprehensively, systematically and comprehensibly |
| to use the terminology of pedagogical research |
| to use the terminology of pedagogical research |
| effectively use graphic and table editors |
| effectively use graphic and table editors |
| to draw adequate conclusions from research data |
| to draw adequate conclusions from research data |
| teaching methods |
|---|
| Knowledge |
|---|
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Self-reflection |
| Analysis of a presentation |
| Self-reflection |
| Analysis of a presentation |
| assessment methods |
|---|
| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
|
Recommended literature
|
-
Gavora, P. Úvod do pedagogického výzkumu. Brno: Paido, 2000.
-
Hendl, J. Přehled statistických metod zpracovávání dat. Praha: Portál, 2006.
-
Maňák, J., Švec, Š., & Švec, V. (eds.). Slovník pedagogické metodologie. Brno: Masarykova univerzita a Paido, 2005.
-
Miovský, M. Kvalitativní přístup a metody v psychologickém výzkumu. Praha: Grada, 2006.
-
Punch, K. F. Úspěšný návrh výzkumu. Praha: Portál, 2008.
-
Spousta, V. et al. Vademekum autora odborné a vědecké práce. Brno: Masarykova univerzita, 2000.
-
Wiegerová, A. et al. Začínající výzkumník. Zlín: UTB, 2013.
|