UPPVMK031 Bachelor's Thesis I

Faculty of Public Policies in Opava
Winter 2024
Extent and Intensity
6/0/0. 3 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Kateřina Janků, Ph.D. (lecturer)
Mgr. Karolína Janštová (lecturer)
PaedDr. Yveta Odstrčilíková, Ph.D. (lecturer)
PaedDr. Irena Johanka Savková, MBA (lecturer)
doc. Mgr. Eva Zezulková, Ph.D. (lecturer)
doc. PaedDr. Vlasta Cabanová, PhD. (seminar tutor)
Mgr. Denisa Janků (seminar tutor)
Mgr. et Mgr. Andrea Silberová (seminar tutor)
Guaranteed by
doc. Mgr. Eva Zezulková, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: Mgr. et Mgr. Andrea Silberová
Timetable of Seminar Groups
UPPVMK031/A: Fri 25. 10. 19:45–20:30 PED, 20:35–21:20 PED, Fri 6. 12. 18:05–18:50 PED, 18:55–19:40 PED, Fri 20. 12. 18:05–19:40 PED, V. Cabanová
UPPVMK031/B: Fri 25. 10. 18:55–19:40 PED, 19:45–20:30 PED, Fri 6. 12. 18:05–18:50 PED, 18:55–19:40 PED, Fri 20. 12. 18:05–19:40 PED, E. Zezulková
UPPVMK031/C: Fri 25. 10. 18:55–19:40 PED, 19:45–20:30 PED, Fri 6. 12. 18:05–18:50 PED, 18:55–19:40 PED, Fri 20. 12. 18:05–19:40 PED, D. Janků
UPPVMK031/D: Fri 25. 10. 18:55–19:40 PED, 19:45–20:30 PED, Fri 6. 12. 18:05–18:50 PED, 18:55–19:40 PED, Fri 20. 12. 18:05–19:40 PED, K. Janků
UPPVMK031/E: Fri 25. 10. 18:55–19:40 PED, 19:45–20:30 PED, Fri 6. 12. 18:05–18:50 PED, 18:55–19:40 PED, Fri 20. 12. 18:05–19:40 PED, K. Janštová
UPPVMK031/F: Fri 25. 10. 18:55–19:40 PED, 19:45–20:30 PED, Fri 6. 12. 18:05–18:50 PED, 18:55–19:40 PED, Fri 20. 12. 18:05–19:40 PED, I. Savková
UPPVMK031/G: Fri 25. 10. 18:55–19:40 PED, 19:45–20:30 PED, Fri 6. 12. 18:55–19:40 PED, 19:45–20:30 PED, Fri 20. 12. 18:05–19:40 PED, Y. Odstrčilíková
UPPVMK031/H: Fri 25. 10. 18:55–19:40 PED, 19:45–20:30 PED, Fri 6. 12. 18:05–18:50 PED, 18:55–19:40 PED, Fri 20. 12. 18:05–19:40 PED, A. Silberová
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(K) && ROCNIK(3)
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
Terminologically and professionally correctly interpret the practical application of theoretical knowledge, applied research methodology, type of research and findings. In the context of the selected topic, the student explains the process of operationalization of research questions, or hypotheses and formulates practical recommendations. The student describes the solved problem, formulates the goals and assumptions, justifies the methodology used in relation to the topic and goals of the final work.
Learning outcomes
Professional knowledge:
- students can formulate and refines the problem that they want to deal with in their thesis
- they can construct the content structure of their thesis project
- they can verify the formulation of basic arguments and ways of dealing with the selected issue
- they can processes the collected data and evaluate and interprets the results found
- they can discusses the prepared conclusions of the thesis and formulate recommendations for practice
Professional skills:
- students can search, sorts and critically evaluate theoretical and practical information relevant to the systematic and comprehensive dealing with the consequences of the health problem at the level of individuals, groups, communities
General qualification:
- students can identify the problem and explain its nature, or divide it into parts
- they can generate hypotheses and propose gradual steps, consider using different methods to solve the problem or verify the hypotheses
- they ca apply appropriate methods and previously acquired knowledge and skills in solving problems; in addition to analytical and critical thinking, they can use creative thinking, imagination and intuition
- they can critically interpret the acquired knowledge and findings and verify them, finding arguments and evidence for their allegations, formulate and advocate their founded conclusions
- they are open to using various methods to solve problems, look at the problem from different sides
- they consider the possible pros and cons of the various possible solutions, including the assessment of their risks and consequences
Syllabus
  • 874 / 5 000 Výsledky překladu 1. Assignment of the topic of work with emphasis on its topicality.
  • 2. Introduction to the requirements for theoretical study, basic literature.
  • 3. Formulation of the main goal of the work, research problem, partial goals and research questions.
  • 4. Syllabus of the content of theoretical starting points, specification of the formulation of the research problem (or hypothesis) of the practical part.
  • 5. Organization of research, choice of methods and techniques for collecting research data.
  • 6. Determining the schedule of the research part, the choice of research support.
  • 7. Preparation for data collection for verification of research questions, or hypothesis.
  • 8. Continuous study of theoretical sources to process the theoretical part.
  • 9. Update of the research part schedule, finalization of the research support.
  • 10. Pilot verification of research tools.
  • 11. Specification of research methodology.
  • 12. Specification of the content of the theoretical part, formal arrangement, citations.
Literature
    required literature
  • Metodický pokyn děkana ke zpracování, prezentaci a ukládání závěrečných prací na FVP SU v Opavě v aktuálním znění.
  • GAVORA, P. Úvod do pedagogického výzkumu. Brno: Paido, 2010. ISBN 978-80-7315-185-0.
  • HENDL, J. Kvalitativní výzkum: základní metody a aplikace. Praha: Portál, 2005. ISBN 80-7367-040-2.
  • CHRÁSKA, M. Metody pedagogického výzkumu: základy kvantitativního výzkumu. Praha: Grada, 2007. ISBN 978-80-247-1369-4.
  • MIOVSKÝ, M. Kvalitativní přístup a metody v psychologickém výzkumu. Praha: Grada, 2006. ISBN 80-247-1362-4.
  • ŠVAŘÍČEK, R., ŠEĎOVÁ, K. et al. Kvalitativní výzkum v pedagogických vědách. Praha: Portál, 2014. ISBN 978-80-262-0644-6.
    recommended literature
  • MAREŠ, J., VLČKOVÁ, K. K metodologickým standardům kvantitativních studií v pedagogice: Jak psát o výzkumných zjištěních? Pedagogická orientace. 2013, roč. 23, č. 4, s. 455-477. ISSN 1211-4669.
  • ŠANDEROVÁ, J., MILTOVÁ, A. Jak číst a psát odborný text ve společenských vědách: několik zásad pro začátečníky. Praha: Slon, 2009. ISBN 978-80-86429-40-3.
  • ŠEĎOVÁ, K., ŠVAŘÍČEK, R. Jak psát kvalitativně orientované výzkumné studie. Kvalita v kvalitativním výzkumu. Pedagogická orientace. 2013, roč. 23, č. 4, s. 478-510. ISSN 1211-4669.
    not specified
  • HENDL, J. Přehled statistických metod zpracování dat: Analýza a metaanalýza dat. Praha: Portál, 2015. ISBN 978-80-262-0981-2.
  • HENDL, J. Statistika v aplikacích. Praha: Portál, 2014. ISBN 978-80-262-0700-9.
  • HENDL, J., REMR, J. Metody výzkumu a evaluace. Praha: Portál, 2017. ISBN 978-80-262-1192-1.
  • CHRÁSKA, M. Metody pedagogického výzkumu: základy kvantitativního výzkumu. Praha: Grada, 2007. ISBN 978-80-247-1369-4.
  • MAŇÁK, J., ŠVEC, Š., ŠVEC, V. ed. Slovník pedagogické metodologie. Brno: Masarykova univerzita, 2005. ISBN 80-7315-102-2.
  • ELLIOTT, L. A. Composing Science. Teachers College Press, 2016. ISBN 978-0807758069.
Assessment methods
Student requirements: the selected topic is current, the theoretical background reflects the current state of knowledge in the context of the selected topic, the content structure of the theoretical basis is processed in a logical sequence, the scope of the theoretical and practical part is balanced, the proposed methodology of the empirical part is in accordance with   set goals.
Language of instruction
Czech
Follow-Up Courses
Further comments (probably available only in Czech)
Study Materials
The course can also be completed outside the examination period.
The course is also listed under the following terms Winter 2019, Accreditation winter, Winter 2022, Summer 2023, Winter 2023, Summer 2024, Summer 2025.
  • Enrolment Statistics (recent)
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