Wydział Ekonomiczny - Economics (S1)
specjalność: Property Valuation and Real Estate Transactions
Sylabus przedmiotu Methodology of scientific research:
Informacje podstawowe
| Kierunek studiów | Economics | ||
|---|---|---|---|
| Forma studiów | studia stacjonarne | Poziom | pierwszego stopnia |
| Tytuł zawodowy absolwenta | licencjat | ||
| Obszary studiów | charakterystyki PRK | ||
| Profil | ogólnoakademicki | ||
| Moduł | — | ||
| Przedmiot | Methodology of scientific research | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Katedra Ekonomii i Rachunkowości | ||
| Nauczyciel odpowiedzialny | Aleksandra Grzesiuk <agrzesiuk@zut.edu.pl> | ||
| Inni nauczyciele | Aleksandra Grzesiuk <agrzesiuk@zut.edu.pl> | ||
| ECTS (planowane) | 1,0 | ECTS (formy) | 1,0 |
| Forma zaliczenia | zaliczenie | Język | polski |
| Blok obieralny | — | Grupa obieralna | — |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | Basic knowledge of human cognitive processes at the high school level. |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | As a result of the organized learning process, the student will: - have elementary knowledge related to the methodological determinants of creative work, |
| C-2 | A student knows elementary issues concerning the specifics of promotional work preparation, |
| C-3 | A student is able to solve the standard problems occurring during the creation of a promotional work |
| C-4 | After completing the course, a student understands the need to protect intellectual property |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| konwersatoria | ||
| T-K-1 | Features of economics as a science. Methodology of scientific research - definition issues, place in the system of sciences. The basic requirements for dissertation. | 2 |
| T-K-2 | Characteristics of the basic methodical elements of the dissertations. Procedure for solving research problems. Basic errors of utterances and names | 6 |
| T-K-3 | Characteristics of the basic elements and techniques of the research process - final test | 2 |
| 10 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| konwersatoria | ||
| A-K-1 | participation in seminars and final test | 3 |
| A-K-2 | student's own work including: - preparation for current seminars (selection and analysis of literature adequate to particular topics of the classes, preparation of tasks commissioned by the teacher), - participation in consultations to verify progress, get answers to intriguing questions, - prepare for credit | 17 |
| A-K-3 | Participation in classes | 10 |
| 30 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | Problem-related methods - conversational lecture. |
| M-2 | Feeding methods - Socratic or heuristic talk. |
| M-3 | Activating methods - didactic discussion. |
| M-4 | Practical methods - solving tasks indicated by the teacher. |
| M-5 | Problem-related methods - conversational lecture, heuristic talk |
| M-6 | Practical methods - solving tasks indicated by the teacher (subject exercises) |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: Forming assessment: Evaluation of activity at classes expressed, among others, by participation in a didactic discussion, a Sokratic or heuristic talk. At the same time, the teacher's control is subject to: -the culture of utterance, -declaration of presented arguments, -tolerance towards counterarguments, -the perception of thematic relations, -the language of expression |
| S-2 | Ocena podsumowująca: Summative assessment: Assessment of written assignments. |
| S-3 | Ocena podsumowująca: Summative assessment: Evaluation of the multiple choice test. |
| S-4 | Ocena formująca: Formative assessment: for the oral statement: - understanding of the command, - the degree of exhaustion of the topic, - composition of expression, - indivisibility, - expression of the utterance (way of justifying theses), -orality of expression |
| S-5 | Ocena formująca: Forming assessment: for practical work: - understanding of the command, - planning the work, - way of execution and its quality, - material consumption, - material saving, - indivisibility, - time of execution; |
| S-6 | Ocena formująca: Forming assessment: for team work: - work plan (uniformity of assigned tasks), - originality of ideas, work concept, - quality of performance, - deadline, - team cooperation, - work presentation |
| S-7 | Ocena formująca: Forming assessment: for the student's activity: - setting important questions, - giving answers about the subject, - giving a new thought, - developing someone's thoughts, - making a synthesis of information |
| S-8 | Ocena formująca: for student motivation; - participation in discussion/group works etc, - initiation of action (the student not only adapts to the didactic situation but organizes it in a certain way - spontaneously starts a given type of activity) |
| S-9 | Ocena podsumowująca: Summative assessment: evaluation of the test |
Zamierzone efekty uczenia się - wiedza
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_Ammmmmmmmmmmm_W01 A student knows the basic concepts in the field of research methodology. | E_1A_W01, E_1A_W06, E_1A_W14 | — | C-2 | T-K-1, T-K-3, T-K-2 | M-6, M-5 | S-4, S-9, S-5, S-7, S-8 |
| E_1A_Ammmmmmmmmmmm_W02 A student has elementary knowledge of the procedure of research applied in social sciences. | E_1A_W01, E_1A_W06, E_1A_W14 | — | C-4, C-3, C-1, C-2 | T-K-1, T-K-3, T-K-2 | M-6, M-2, M-1 | S-9, S-7, S-1, S-3, S-2 |
| E_1A_Ammmmmmmmmmmm_W03 A student has elementary knowledge about the process of preparation of the dissertation and its methodological elements. | E_1A_W01, E_1A_W06 | — | C-3, C-2 | T-K-1, T-K-3, T-K-2 | M-6, M-5 | S-4, S-9, S-5, S-7, S-6, S-8 |
Zamierzone efekty uczenia się - umiejętności
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_Ammmmmmmmmmmm_U01 A student is able to solve elementary problems that occur when creating a promotional work. | E_1A_U01, E_1A_U02, E_1A_U12 | — | C-4, C-3, C-1, C-2 | T-K-1, T-K-3, T-K-2 | M-6 | S-4, S-9, S-5, S-7, S-6, S-8 |
Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_Ammmmmmmmmmmm_K01 A student is aware of the importance of adhering to the ethical principles of scientific writing. | E_1A_K02, E_1A_K07 | — | C-4 | T-K-1, T-K-3, T-K-2 | M-6, M-5 | S-7, S-8 |
| E_1A_Ammmmmmmmmmmm_K02 A student is able to cooperate in a group preparing projects and solving tasks commissioned by the teacher. | E_1A_K01, E_1A_K02, E_1A_K05 | — | C-4, C-3, C-1, C-2 | T-K-1, T-K-3, T-K-2 | M-6, M-5 | S-4, S-5, S-7, S-6, S-8 |
| E_1A_Ammmmmmmmmmmm_K03 A student is involved in the teaching process. | E_1A_K09 | — | C-4, C-3, C-1, C-2 | T-K-1, T-K-3, T-K-2 | M-6 | S-4, S-5, S-7, S-6, S-8 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_Ammmmmmmmmmmm_W01 A student knows the basic concepts in the field of research methodology. | 2,0 | Student is not able to: - define basic concepts in the field of scientific research methodology, - indicate what is the subject literature and subject matter and what does not constitute it, - indicate the basic elements of methodical work, - distinguish, define and use sources virtual knowledge, -exter what is involved and from what stages consists of the procedure for solving research problems, -change and characterize the basic research methods for gathering actual knowledge in economics. |
| 3,0 | student: - in the scope of knowledge, he mastered the basic program material, - mastered the basic scope of material in terms of knowledge, - absorbed basic program content in terms of knowledge acquisition, in terms of attitudes towards knowledge, average (partially indifferent) knowledge, - in the field of expression Knowledge makes many minor mistakes in the content and language (the quality of the statements is largely incorrect).. | |
| 3,5 | Student: - in the scope of knowledge, he mastered the basic program material, - mastered the basic scope of material, - acquired knowledge of basic program content in terms of knowledge acquisition, - medium interest in the range of attitudes towards knowledge, - minor errors in the field of knowledge expression in the content and language (the quality of the statements is partially wrong). | |
| 4,0 | Student: - in the area of knowledge, he mastered almost all of the program material, - he almost completely mastered the scope of material in terms of knowledge, - acquired the basic program content almost exactly in terms of knowledge acquisition, - shows interest in the range of attitudes to knowledge - the field of expressing knowledge commits slight deficiencies (statements generally correct - slight linguistic errors) | |
| 4,5 | Student: - in the scope of knowledge, he mastered all the program material, - in the field of understanding of knowledge he mastered all program content, - in terms of attitude to knowledge shows a lot of interest, - in the field of expressing knowledge and how to respond - without difficulty | |
| 5,0 | Student: - in the field of knowledge, he goes beyond the curriculum, - in the scope of understanding knowledge - without reservations, - in terms of attitudes towards knowledge shows a lot of interest and cognitive curiosity, - he speaks flawless language, correctly and confidently | |
| E_1A_Ammmmmmmmmmmm_W02 A student has elementary knowledge of the procedure of research applied in social sciences. | 2,0 | Student does not have elementary knowledge about the procedure of research applied in social sciences (economics). |
| 3,0 | Student has elementary knowledge about the procedure of research applied in social sciences (economics). | |
| 3,5 | The student has a basic knowledge of the procedure of research applied in social sciences (economics). | |
| 4,0 | Student: - in the scope of knowledge, he mastered the basic program material, - he mastered the basic scope of material in terms of knowledge, - acquired the basic contents of the knowledge acquisition, - in the range of attitudes to knowledge, the average interested, - in the field of expressing knowledge, minor mistakes in the content and language (the quality of the statements is partially wrong). | |
| 4,5 | Student: - in the scope of knowledge, he mastered all the program material, - in the field of understanding of knowledge, he mastered all program content, - in terms of attitude to knowledge | |
| 5,0 | Student: - in the field of knowledge goes beyond the curriculum, - in terms of understanding knowledge - without reservations, - in terms of attitudes towards knowledge shows a large interest and cognitive curiosity, - speaks flawless language, correctly and confidently | |
| E_1A_Ammmmmmmmmmmm_W03 A student has elementary knowledge about the process of preparation of the dissertation and its methodological elements. | 2,0 | Student does not have elementary knowledge about the process of preparation of the dissertation and its methodological elements |
| 3,0 | Student has elementary knowledge about the process of preparation of the promotional work and its methodological elements. | |
| 3,5 | Student: - in the scope of knowledge, he mastered the basic program material, - mastered the basic scope of material, - acquired knowledge of basic program content in terms of knowledge acquisition, - medium interest in the range of attitudes towards knowledge, - minor errors in the field of knowledge expression in the content and language (the quality of the statements is partially wrong). | |
| 4,0 | Student: - in the area of knowledge, he mastered almost all of the program material, - he almost completely mastered the scope of material in terms of knowledge, - acquired the basic program content almost exactly in terms of knowledge acquisition, - shows interest in the range of attitudes to knowledge - the field of expressing knowledge commits slight deficiencies (statements generally correct - slight linguistic errors) | |
| 4,5 | Student: - in the scope of knowledge, he mastered all the program material, - in the field of understanding of knowledge he mastered all program content, - in terms of attitude to knowledge shows a lot of interest, - in the field of expressing knowledge and how to respond - without difficulty | |
| 5,0 | Student: - in the scope of knowledge, it goes beyond the curriculum, - in the scope of understanding knowledge - without reservations, - in terms of attitudes towards knowledge shows a lot of interest and cognitive curiosity, - he/she speaks flawless language, correctly and confidently |
Kryterium oceny - umiejętności
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_Ammmmmmmmmmmm_U01 A student is able to solve elementary problems that occur when creating a promotional work. | 2,0 | Student can not identify and cope independently with the difficulties that may appear at each stage of creating a promotional work, he does not use contextual knowledge. |
| 3,0 | Student is able to identify and deal with the teacher's substantial help with selected difficulties related to the process of preparing a promotional work. | |
| 3,5 | Is able to identify and deal with the help of a teacher with selected difficulties related to the process of preparing a promotional work. | |
| 4,0 | Is able to identify and deal independently with the basic difficulties associated with the process of preparing a dissertation | |
| 4,5 | Is able to independently identify and deal with the basic difficulties associated with the process of preparation of own research project. | |
| 5,0 | Is able to independently identify and deal with the advanced difficulties associated with the process of preparation of own research project. |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_Ammmmmmmmmmmm_K01 A student is aware of the importance of adhering to the ethical principles of scientific writing. | 2,0 | Student does not show any interest or desire to learn elementary knowledge of ethical principles - presenting opinions and opinions proving that it is in a preconventional stage of moral development. |
| 3,0 | Student presents views and opinions that testify to the elementary interest in the ethical attitude in scientific work (the stage of conventional moral development - the first subphase). | |
| 3,5 | Presents views and opinions that show willingness to follow the rules of scientific writing (the stage of conventional moran development - second subphase). | |
| 4,0 | Student presents views and opinions characteristic of the post-conventional stage of moral development. | |
| 4,5 | Presents views and opinions that show moral laws being guided in their conduct. | |
| 5,0 | Presents views and opinions that show moral laws being guided in their conduct. | |
| E_1A_Ammmmmmmmmmmm_K02 A student is able to cooperate in a group preparing projects and solving tasks commissioned by the teacher. | 2,0 | In the field of team work, the student: can not plan and perform work at each of its stages (preparatory, incubative, glare, executive, verification and presentation of solutions). |
| 3,0 | In the field of team work, the student: plans and performs work ineptly at each of its stages (preparatory, incubative, glare, executive, verification and presentation of solutions). | |
| 3,5 | In the field of team work, the student: plans and performs work at the basic level at each of its stages (preparatory, incubative, glare, executive, verification and presentation of solutions). | |
| 4,0 | In the field of team work, the student: can define the goals of his own work and distribute or help in the distribution of tasks among team members, and help in using contextual information to carry out team tasks. | |
| 4,5 | In the field of teamwork, the student: can independently plan, specify goals and actively participate in the distribution of tasks and their implementation at each stage of work. | |
| 5,0 | In the field of teamwork, the student: can independently plan, specify goals and distribute tasks, and control the team members' cooperation (motivate to act) and the timeliness and presentation of results. | |
| E_1A_Ammmmmmmmmmmm_K03 A student is involved in the teaching process. | 2,0 | In terms of activity, attitudes and motivations: the student avoids taking action - does not show any initiative, shows an attitude unfavorable towards any activities of the teacher. |
| 3,0 | In terms of activity, attitudes and motivation: the student does not avoid taking action, but also does not take them willingly, shows a neutral (indifferent) attitude towards the teacher's instructions. | |
| 3,5 | In terms of activity, attitudes and motivation: the student does not avoid taking actions, but also does not take them out of his own will, but adapts to the didactic situations arranged by the teacher - shows a moderately favorable attitude towards the teacher's actions. | |
| 4,0 | In terms of activity, attitudes and motivation: the student adapts to the didactic situation in which he found himself, takes action on his own volition but does not arrange it spontaneously. | |
| 4,5 | In terms of activity, attitudes and motivation: the student not only adapts to the didactic situation in which he found himself, but also organizes it in a certain way, showing a favorable attitude towards the teacher's actions. | |
| 5,0 | In terms of activity, attitudes and motivation: the student spontaneously begins a given type of action, guided by a positive attitude towards the teacher's actions. |
Literatura podstawowa
- Balicki W., Wykłady z metodologii nauk ekonomicznych, Wyższa Szkoła Bankowa, Poznań, 2002
- Kaminski S., Nauka i metoda. Pojecie nauki i klasyfikacja nauk, KUL, Lublin, 1992
- Stachak S., Podstawy metodologii nauk ekonomicznych, KiW, Warszawa, 2006
Literatura dodatkowa
- Grobler A., Metodologia nauk, Aureus-Znak, Kraków, 2006
- Hajduk Z., Ogolna metodologia nauk, KUL, Lublin, 2005