Courses offered
The courses are accompanied on the OPAL teaching platform. Please look for the current link in the catalog.
Regular courses:
- Methods of empirical social research -
Basics, research designs and survey methods (fka "Empirical research - paths to knowledge") - Methods of empirical social research -
Basic evaluation procedures -
Lecture & seminar: Statistical data analysis (Master WBF/OE)
Social pedagogy:
The term "method" comes from the Greek and means "following up" or "procedure". It is not so much a loose collection of techniques, but rather a systematized way of proceeding, critical thinking or approaching.
The lecture shows ways of using scientific methods to move from asking questions to understanding or explaining phenomena. The focus is on the selection of appropriate study designs and data collection methods. Based on this, the paths that can be taken in later phases of the course to deepen methodological skills are shown. Even if you do not (yet?) see the relevance of research methods for your own professional future, you will benefit from being able to critically evaluate and better understand scientific studies.
Master's Continuing Education Research and Organizational Development:
"Why should I struggle with research methods in my career plans?"
This lecture and the in-depth seminar will accompany you on this rocky road. Based on typical research questions, the basic (statistical) analysis methods are introduced. The focus is less on the mathematical background and more on the applicability: How do I analyze the data for this or that research design? What are the most important parameters that I need to report? How do I interpret my results? The aim is to train critical statistical thinking. Only when I know what statistics can do and where its limits lie will I be able to plan my own studies and carry them out independently.
"Why should we
as students of educational science
struggle with statistics? We don't want to 'go into research'!"
Statistics lectures are generally unpopular courses. The arguments for rejection range from "I can't do that" to "I don't need that". However, your sense of achievement can be all the greater if you gain more and more confidence in reading other people's studies critically and investigating your own scientific questions empirically.
The courses offered by our Chair will accompany you on this rocky path. Based on typical research questions, the basic (statistical) analysis methods are introduced. The focus is less on the mathematical background and more on applicability: How do I analyze the data for this or that research design? What are the most important parameters that I need to report? How do I interpret my results? The aim is to train critical statistical thinking. Only if I know what statistics can do and where its limits lie will I be able to plan my own studies and carry them out independently.
The courses are supported on the OPAL teaching platform.
(current)
Winter semester
Course
Main audience
Learning platform
LECTURE
Social pedagogy / vocational school pedagogy
The term "method" comes from the Greek and means "to follow" or "procedure". It is not so much a loose collection of techniques - rather, it is a systematized way of proceeding, critical thinking or approaching.
The lecture shows ways of using scientific methods to move from asking questions to understanding or explaining phenomena. The focus is on the selection of appropriate study designs and data collection methods. Based on this, the paths that can be taken in later phases of the course to deepen methodological skills are shown. Even if you do not (yet?) see the relevance of research methods for your own professional future, you will benefit from being able to critically evaluate and better understand scientific studies.
VL+SEM
Master Continuing Education Research and Organizational Development
"Why should I bother with research methods in my career plans?"
This lecture and the in-depth seminar will accompany you on this rocky road. Based on typical research questions, the basic (statistical) analysis methods are introduced. The focus is less on the mathematical background and more on the applicability: How do I analyze the data for this or that research design? What are the most important parameters that I need to report? How do I interpret my results? The aim is to train critical statistical thinking. Only when I know what statistics can do and where its limits lie will I be able to plan my own studies and carry them out independently.
Advanced SEM
Master's in Continuing Education Research and Organizational Development
The key to a sustainable understanding of research methods lies in finding and paving your own way through the labyrinth of data. The challenges lurk long before the data is analyzed and do not end after the results have been interpreted. The research-oriented in-depth seminar provides the framework for conducting an empirical examination of a self-chosen scientific question, designing and conducting the study yourself and communicating the results.
(upcoming)
summer semester
### Links will be updated in time in spring ###
Course
Main audience
Learning platform
VL + seminars
Social pedagogy / vocational school pedagogy
"Why should we , as prospective social ped agogues,bother with statistics?"
Statistics lectures are generally unpopular courses. The arguments for rejection range from "I can't do that" to "I don't need that". However, your sense of achievement can be all the greater when you gain more and more confidence in reading other people's studies critically and investigating your own scientific questions empirically. This part of the lecture in the summer semester will accompany you on this rocky path. Based on typical research questions, the basic (statistical) analysis methods are introduced.
The focus is less on the mathematical background and more on applicability:
- How do I analyze the data in this or that research design?
- What are the most important parameters that I need to report?
- How do I interpret my results?
The aim is to train critical statistical thinking. Only when I know what statistics can do and where its limits lie will I be able to plan my own studies and carry them out independently.
In-depth SEM
"Evaluation & prognosis case seminar"
Master's in Continuing Education Research and Organizational Development
In this seminar, students work on basic and advanced methods of evaluation. Small evaluation projects are planned and carried out (practically or simulated) in working groups on the basis of self-selected questions.
Participants thus deepen their general professional skills and are able to read evaluation studies critically, plan them themselves and evaluate them using appropriate methods, as well as prepare the results for different groups of recipients.
SEM
"Understanding quantitative educational research"
MA-GY BW 4/4
"Learning to read!" - This is probably the most common and plausible answer that even kindergarten children give us when we ask them about the purpose of school. With the growing prevalence and greater or lesser "popularity" of quantitative studies in the field of education, which deal with the reading and comprehension skills of pupils, among other things, it is clear that learning to read never stops. Scientific studies also need to be read properly, and this is by no means trivial. Much of the benefit of such studies is lost if they are not successfully translated into everyday educational practice. Moreover, the uncritical handling of such studies harbors the risk of misunderstandings with potentially fatal consequences.
In the seminar offered - based on familiarity with the content of the studies - we will take a "look behind the scenes". Examples selected together will be "deconstructed" and students will work through the methods of data collection, analysis and communication of results through discovery-based learning. Active participation is essential: the students themselves select suitable studies and present them, and together they identify the methods that they do not fully understand or believe they understand. This creates the motivation to learn the methods used in order to be able to understand them and apply them on a small scale. The seminar is therefore not an end in itself, but rather serves to develop the necessary general professional skills such as discourse skills, critical reception and a scientific approach.
Offers by PD Dr. habil. Clemens Zumhasch
SEM
The questionnaire method
Bachelor's degree program Social Education, Social Work and Welfare Science
Mon, 4th DS PC-Pool WEB 1
The seminar aims to give students the opportunity to familiarize themselves systematically with the methodological principles and possibilities of application in the practice of surveys using selected examples.
SEM
Introduction to working with the statistics program "SPSS"
Bachelor's degree program Social Education, Social Work and Welfare Science
Wednesday, 4th DS PC-Pool WEB 1
The statistics program is used for data analysis in numerous empirical studies. The participants of the seminar will be introduced to selected application possibilities of the "SPSS program". Prior attendance of a statistics course is desirable.
Further, mainly interactive, resources can be found on our eLearning page.