Research Seminar and Communication Project

Scholar Year: 2023/2024 - 1S

Courses

Head Teacher Responsability Maria Alcina Velho Dourado da Silva Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 4,80 Alcina Dourado   3,46 Cristina Gomes da Silva   1,33

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

In this Curricular Unit it is intended that students develop the following skills:
• Mobilize knowledge from various areas of knowledge to understand the complexity of societies and the contexts and processes in which communication phenomena are inserted;
• Know and understand the phenomena and processes of communication in its multiple dimensions;
• Master and mobilize methodological knowledge in carrying out research projects;
• Develop research activities in the field of communication;
• Communicate effectively, using Portuguese for academic purposes;
• Effectively manage information relevant to their academic and professional area;
• Properly use information and communication technologies;
• Organize and plan personal work;
• Solve problems and work as a team.

Syllabus

The contents to be developed in the Curricular Unit result from the needs of the methodological framework of the work to be carried out by the students and focus on the following:
Research and scientific knowledge
- Characteristics and production of Scientific Knowledge.
- Theoretical construction and empirical work.
- Research and social practice.
The research methods
- Quantitative studies vs. Qualitative studies.
- Methodological options and investigation techniques.
- The Project Work Methodology and Action Research
The Stages of the Investigation Process
- Problem identification/formulation
- Preparation of starting question
- Literature revision
- Objectives and formulation of hypotheses
- Collection, presentation and analysis of results
Use of computer programs for referencing, content analysis and making posters.
Development of research practices that respect the intellectual work of others.

Software

Mendeley

Demonstration of the syllabus coherence with the UC intended learning outcomes

Within the scope of this unit, a set of activities is proposed that lead each student to carry out, in practice, an investigation in thematic areas suggested by the teaching team. This process is followed, step by step, by both teachers who support each research group. This year the themes are: Environment, gender issues, digital communication and consumption issues.
It is expected that, at the end, students will prepare one article per group and present the results through an academic poster. The best work(s) will be adapted for eventual publication in a scientific journal.

Teaching methodologies

This unit starts from a diversity of work methodologies. The professors will present the common and central general questions for each research project. It is also in charge of tutoring each group of students throughout the production of each communication product work to be carried out. These tutorial follow-up sessions will be scheduled, which will constitute a very significant modality in the times of operation of this unit.
Specialists in areas that are considered fundamental - both theoretical and methodological - that are of interest to each working group will be invited through the organization of a series of seminars.
Students will present the different stages of development of their project, being an opportunity to discuss limitations and difficulties in the elaboration of research projects in a large group.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The teaching methodologies aim to encourage students to develop a research project, based on the various seminar sessions. Thus, it is intended that through the documentary sources and analysis of research works in the area of ​​communication sciences, they will appropriate the fundamental theoretical aspects of this area of ​​knowledge.
Tutoring sessions, individual and in small groups, play a fundamental role in the preparation and monitoring of these research projects and allow each student to:
 Mobilize knowledge from different areas of knowledge to understand particular issues and contexts.
 Reveal skills in questioning contexts and knowledge, particularly in the context of the study of communication processes and phenomena.
 Identify, articulate and develop study and research issues in the field of communication, in the multidimensional of its manifestations, its factors and its impacts and in relation to the social and cultural contexts in which they fit.
 Identify, collect, organize, analyze and interpret information recognizing the credibility of the sources.
 Articulate and properly integrate theoretical information from different disciplinary insertions with data of an empirical nature.
 Know the different research methods and techniques and understand their conditions of use.
 Analyze and critically interpret the results of studies with different origins, understanding the methodological processes that originated them.
 Make methodological choices and develop data collection and processing processes by building and using research instruments in an appropriate way.
 Understand and mobilize information from a variety of texts, of varying complexity, either orally or in writing.
 Express yourself clearly, structured and fluently on complex topics.
 Recognize and use the specific discourses of your intervention contexts.
 Create documents in different formats and supports.
 Use information and communication technology tools.
 Communicate appropriately using available electronic means.
 Schedule action steps taking into account available resources and time.
 Intervene in an efficient and organized manner.
 Work independently.

Assessment methodologies and evidences

Within the scope of this unit, the following will be systematically evaluated:
- Classes and work sessions;
– Activities developed by the teachers;
– Participation of students in classes and other scheduled activities;
– Works produced by students.

The final classification of each student will be based on their performance in the planned group and/or individual work and in accordance with the following:
Research pre-project (10%)
Final research project and communication product (30%)
Presentation of the final research project and communication product through poster(10%)
Participation through videofolio (10%)
Analysis of an article (5%)
Individual verification activity (35%)

Project work will be done in groups.
The realization of individual projects can only occur at an exceptional level, after having been negotiated with teachers and after being submitted for acceptance by the collective.
Each pre-project must have a basic structure presented in a face-to-face session, such as the timetable, project size and respective evaluation parameters.

Attendance system

Continuous assessment will be carried out in accordance with the proposed activities and the principles expressed in the program, implying a regular presence of students in teaching activities.

Students with Special Statutes or with the Curricular Unit in arrears must follow an alternative tutoring program that allows them to carry out all the practical part of the investigation. The presentation of the final product is the expected component of the exam.

Assessment by exam is regulated by the principles approved in CTC, for other Curricular Units such as Internship.

Assement and Attendance registers

Bibliography

Albarello, L., Digneffe, F., Hiernaux, J.-P., Maroy, C., Ruquoy, D., & Saint-Georges, P. de. (1997). Práticas e métodos de investigação em Ciências Sociais. Lisboa: Gradiva.

Amado, J. (2014). Manual de investigação qualitativa em Educação. Coimbra: Imprensa da Universidade de Coimbra. Retrieved from https://digitalis.uc.pt/pt-pt/livro/manual_de_investigação_qualitativa_em_educação

Bell, J. (1997). Como realizar um projecto de investigação. Gradiva. *

Coutinho, C. P. (2011). Metodologia de investigação em Ciências Sociais e Humanas: teoria e prática. Porto: Almedina. *

Hennessy, B. (2002). Writing an essay: simple techniques to transform your corsework and examinations. Oxford: How to Book.

Pádua, E. (2000). Metodologias da pesquisa: abordagem teórico-prática (6th ed.). Campinas S.P. (Brasil): Papirus Editora.*

Schwabish, J. (2017). Better presentations: a Guide for scholars, researchers and wonks. New York: Columbia University Press.

Sousa, M. J., & Baptista, C. S. (2011). Como fazer investigação, dissertações, teses e relatórios. Lisboa: Pactor.

Serão facultados textos complementares ao longo do funcionamento da uc.

Observations

Complementary texts will be provided throughout the course of the unit.

The schedule of activities and the specifics of each will be made available in a separate document.