Fundamental Pedagogy Jana Doležalová

questionnaire is a typical explorative method widely used in practice. A 
survey is a possible alternative, mostly targeting a great number of 

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respondents and revealing attitudes and opinions of a large group of people. 
However, it has only an approximate informative value. Therefore, the survey 
largely contains only a few specific questions so that it is not too time-
consuming for the respondent.
Questioning is the common characteristic of these methods (techniques). We 
can differentiate the following types of questions: 

closed

semi-closed (the respondent can articulate the answer on his/her own 
next to the offered variants) 

open (giving the respondent a free hand to express his/her opinions) 
There is a diverse number of closed questions. ‘YES’ or ‘NO’ questions are the 
simplest example, but such questions do not capture the content variability of 
the possible own opinion. On the other hand, their advantages include the fact 
that they do not prefer the average. A certain scale is mostly used where the 
respondent is permitted to choose only one of the answers. For instance: 
As for 
the planned career rules, I am: very satisfied – rather satisfied – rather 
unsatisfied – absolutely unsatisfied – I have another opinion. 
The questionnaire can be given either in person, over mediators (e.g. class 
teachers) or by mail. In case of surveys, survey sheets can also be freely 
available on tables in various institutions, markets, etc., or are disseminated by 
the media. (For details on explorative methods, see Gavora, Pelikán). 
Content analysis of text 
This is a vital source of information in education research. Most frequently, it 
involves: 

analysis of 
personal documentation 

analysis of 
school documentation (or of documentation of other 
educational facilities, e.g. school rules)

analysis of 
school indicators (e.g. outcomes of practical activities, school 
websites, themes of bachelor’s theses) 
The first case provides information about the pupil/learner/child and eventually 
also about the teacher/educator. The second case may include documents such 
as various regulations, decrees, school plans and rules (of the given facility), 
minutes of various meetings, inspection reports. The third group of documents 
may include school grades and results of learners, absence at school, etc. 
Analysis can be performed from the 
quantitative perspective (if the phenomena 
subject to analysis are measurable, e.g. number of events, participation, etc.)
and from the 
qualitative perspective (we analyse the content). (For details on 
this method, see Gavora, Pelikán) 

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Observation
The observation method primarily includes the observation of respondents’ 
activities in a planned, systematic and goal-directed manner (unlike the usual 
observation activities in classroom). A record (report) is maintained about 
observation. There is a difference between 
evident observation where the 
observer is known and seen, 
hidden observation (most frequently with a 
camera) and