Theory and Method in Scientific Work, 15 credits

Vetenskapsteori och forskningsmetod, 15 hp

948A05

Main field of study

Special Education

Course level

Second cycle

Course type

Programme course

Examiner

Ann-Marie Markström
Possible deviation from course syllabus/programme syllabus
ECV = Elective / Compulsory / Voluntary
Course offered for Semester Weeks Language Campus ECV
L1YSU Special Needs Training Programme, Disabilities 5 (Autumn 2014) 201434-201503 Swedish Linköping, Valla C
L1YSS Special Needs Training Programme, Language 5 (Autumn 2014) 201434-201503 Swedish Linköping, Valla C

Main field of study

Special Education

Course level

Second cycle

Advancement level

A1X

Course offered for

  • Special Needs Training Programme, Language
  • Special Needs Training Programme, Disabilities
  • Special Needs Training Programme, Mathematics

Entry requirements

45 HE credits passed on the Special Teacher Education Programme or equivalent.

Intended learning outcomes

On completion of the course, the student should have:

- The knowledge and ability to independently plan and motivate a scholarly study
- Advanced knowledge of research methods and scientific starting-points
- The ability to formulate and argue for a problem formulation within a problem area relevant to the profession
- Developed a scholarly approach
- The ability to critically review, analyse and give response to scholarly texts

Course content

Knowledge of both quantitative and qualitative methods in the research process is covered in the course. Also covered in the course is knowledge of scientific starting-points and the different stages of the research process; definition of a problem, literature search, data collection and processing, analysis and interpretation of data. Continuously during the major part of the course, the student produces a minor essay as a preparation for a future scholarly assignment.

Teaching and working methods

The teaching takes the form of field studies, literature studies, lectures, student active seminars and oral and written assignments, individually and in groups.

Examination

The course is examined through oral and written presentations of field and course assignments, individually and in groups.

Grades

Two-grade scale, U, G

Other information

Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus. The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.

Department

Institutionen för beteendevetenskap och lärande

No examination details is to be found.

Student rights and obligations (login required)
Linköping University common rules and regulations (in Swedish)
Allwood, C. M., & Eriksson, M. G. (2010). Grundläggande vetenskapsteori för psykologi och andra beteendevetenskaper. Lund: Studentlitteratur. Braun, V., & Clarke, V. (2006). Using thematic analysis i psychology. Qualitative Research in Psychology, 3, 77-101. Bryman, A. (2011). Samhällsvetenskapliga metoder. 2:a upplagan. Malmö: Liber Ekonomi. Dalen, M. (2008). Intervju som metod. Malmö: Gleerup. Djurfeldt, G, Larsson, R., & Stjärnhagen, O. (2010). Statistisk verktygslåda: Samhällsvetenskaplig orsaksanalys med kvantitativa metoder. 2:a upplagan. Lund: Studentlitteratur. Erikson, M., G. (2012). Referera reflekterande. Lund: Studentlitteratur Fejes, A., & Thornberg, R. (red.), (2009). Handbok i kvalitativ analys. Stockholm: Liber. Hammar Chiriac, E. & Einarsson, C. (2013). Gruppobservationer: Teori och praktik. 2:a upplagan. Lund: Studentlitteratur. Larsson, S. (2005). Om kvalitet i kvalitativa studier. Nordisk pedagogik, 25, 16-36. http://liu.diva-portal.org/smash/record.jsf?pid=diva2:245080 Larsson, S. (2009). A pluralist view of generalization in qualitative research. International journal of research & method in education. 32, 25-38. Hämtas på http://www.tandfonline.com/doi/abs/10.1080/17437270902759931#preview Schött, K. (2007). Studentens skrivhandbok. 2:a upplagan. Stockholm: Liber. S. 11-17 Szklarski, A. (2009). Qualitative research - a viable methodological alternative in education. Issues in early education, 2, 9-19. (*) Trost, J. (2012) Enkätboken. 4:e upplagan. Lund: Studentlitteratur. Vetenskapsrådet (2010). Forskningsetiska principer inom humanistisk-samhällsvetenskaplig forskning . Stockholm: Vetenskapsrådet. http://www.codex.vr.se/texts/HSFR.pdf Westlund, I. (2004). Läxberättelser - om läxor som tid och uppgift. Pedagogik i utbildning och skola (PiUS) rapport. Linköpings universitet. (s. 12-23, 63-72) (*) Åsberg, R. (2001). Det finns inga kvalitativa metoder och inga kvantitativa heller för den delen. Pedagogisk forskning i Sverige, 6, 270-292. Litteratur som markerats med (*) tillhandahålls av kursledningen. Referenslitteratur/litteratur från föregående kurser Benton, T., & Craib, I. (2001). Philosophy of social science –The philosophical foundations of social thought. New York: Palgrave. Charon, J.M. (2007). Symbolic interactionism. An introduction, An Interpretation, An Integration. 9th ed. London. Prentice Hall. s. 1-13. (*) Carlström, I., & Carlström Hagman, L-P. (2007). Metodik för utvecklingsarbete och utvärdering. Lund: Studentlitteratur. Denscombe, M. (2009). Forskningshandboken – för småskaliga forskningsprojekt inom samhällsvetenskaperna. Lund Studentlitteratur. Doverborg, E., & Pramling, I. (2000). Att förstå barns tankar: Metodik för barnintervjuer. Stockholm: Liber. Dysthe, O. (2003). Dialog, samspel och lärande. Lund: Studentlitteratur. Goodson, I., F., & Numan, U. (2003). Livshistoria och professionsutveckling. Berättelser om lärares liv och arbete. Lund: Studentlitteratur. Graneheim, U., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24, 105–112. doi:10.1016/j.nedt.2003.10.001 Guvå, G., & Hylander, I. (2003). Grundad teori. Stockholm: Liber. Hartman, S. G., (2003). Skrivhandledning för examensarbeten och rapporter. Stockholm: Natur och kultur. Helldin, R., & Sahlin, B. (red.), (2010). Etik i specialpedagogisk verksamhet. Lund: Studentlitteratur. Hyldegaard, K. (2008). Vetenskapsteori. En grundbok till de pedagogiska ämnena. Stockholm: Liber. Kvale, S. & Brinkmann, S. (2009). Den kvalitativa forskningsintervjun. Lund: Studentlitteratur. Larsson, S. (1986). Kvalitativ analys - exemplet fenomenografi. Lund: Studentlitteratur. Nilholm, C., & Björck-Åkesson, E. (red.), (2007). Reflektioner kring specialpedagogik – sex professorer om forskningsområdet och forskningsfronterna. (Vetenskapsrådet rapportserie 5:2007). Stockholm: Vetenskapsrådet. Hämtas på http://cm.eline.nu/servlet/us_pyra?wts.PAGE=h_ix3.htm&wts.ACTION=loginguest&p=H Thurén, T. (2005). Källkritik. 2:a upplagan. Stockholm: Liber. Tranquist, J. (2008). Utveckling genom utvärdering - om konsten att ifrågasätta det vardagliga. Malmö: Malmö högskolas utvärderingsrapport 2. Hämtas på http://www.mah.se/upload/Samverkan/utvardering/UtvRapport2008_2.pdf Trost, J. (2008). Att skriva uppsats med akribi. 3:e upplagan. Lund: Studentlitteratur. Wibeck, V. (2010). Fokusgrupper. Om fokuserade gruppintervjuer som undersökningsmetod. Lund: Studentlitteratur. Ödman, P-J. (2007). Tolkning, förståelse och vetande. Stockholm: Norstedts Akademiska förlag

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