The document discusses key aspects of scientific research methods, including the scientific method, falsification, reliability and validity, peer review, and logical fallacies. It emphasizes testing hypotheses through falsification rather than proof, avoiding biases through peer review, and establishing reliability and validity of results.
The document discusses the importance of the scientific method, falsification, reliability, validity, and avoiding logical fallacies in research. It emphasizes using peer review and not overgeneralizing to ensure research meets acceptable standards before publication. This helps protect the integrity of scientific research.
Ethics in academic research: avoiding plagiarismDr. Utpal Das
This document discusses ethics in academic research and avoiding plagiarism. It defines academic research as time-bound, investigative in nature, leading to an academic degree or enhancing knowledge. Exploratory research is described as limitless in time and leading to path breaking discoveries. The document outlines characteristics of facts, opinions, and beliefs and how to distinguish between them. It also discusses research misconduct, principles of research ethics, and some key ethical considerations in conducting academic research.
This document provides an overview of qualitative research. It discusses that qualitative research involves collecting various empirical materials like interviews and observations to understand people's experiences. Qualitative research aims to understand what people think and feel in their natural settings by interpreting phenomena based on people's own meanings. Some common criticisms of qualitative research are that the results cannot be generalized and the researcher's presence may influence the findings. The document also compares qualitative and quantitative research and discusses various qualitative methods, sampling approaches, the iterative process, grounded theory, and phenomenology.
Truth, fact and ethics in academic researchDr. Utpal Das
Truth in academic research refers to facts that have been proven through repeated experiments and evidence. Scientific truths must be reproducible, verifiable, and falsifiable. Facts are statements that have been proven true through evidence, while opinions and beliefs are not necessarily based on evidence. Research ethics provide guidelines for responsible and moral conduct in research to maximize benefits and minimize harms. Key principles include honesty, objectivity, integrity, openness, respecting intellectual property, confidentiality, and non-discrimination.
This lecture talks about the importance of evidence in scientific, business, and innovation research. It lists down important examples to carry this process in perspective of the problem statement.
This document provides an introduction to quantitative and qualitative research methods. It discusses key aspects of research design including ontology, epistemology, methodology, and methods. Quantitative research uses numerical data and statistical analysis, while qualitative research uses non-numerical data sources like interviews. The appropriate approach depends on one's research questions, philosophy, and skills. Both approaches have strengths and limitations.
This document provides an introduction to quantitative and qualitative research methods. It discusses key aspects of research design including ontology, epistemology, methodology, and methods. Quantitative research uses numerical data and statistical analysis, while qualitative research uses non-numerical data sources like interviews. The appropriate approach depends on the research questions and philosophy. Both have benefits and limitations. Validity, reliability, and trustworthiness are also important aspects of research quality.
This document provides an introduction to quantitative and qualitative research methods. It discusses that research methods can be broadly split into quantitative and qualitative approaches. The choice of method depends on the research questions, underlying philosophy, and researcher's skills and preferences. It also outlines some basic principles of research design including ontology, epistemology, methodology, and specific methods. Common quantitative and qualitative data collection and analysis techniques are also introduced.
The document discusses the importance of the scientific method, falsification, reliability, validity, and avoiding logical fallacies in research. It emphasizes using peer review and not overgeneralizing to ensure research meets acceptable standards before publication. This helps protect the integrity of scientific research.
Ethics in academic research: avoiding plagiarismDr. Utpal Das
This document discusses ethics in academic research and avoiding plagiarism. It defines academic research as time-bound, investigative in nature, leading to an academic degree or enhancing knowledge. Exploratory research is described as limitless in time and leading to path breaking discoveries. The document outlines characteristics of facts, opinions, and beliefs and how to distinguish between them. It also discusses research misconduct, principles of research ethics, and some key ethical considerations in conducting academic research.
This document provides an overview of qualitative research. It discusses that qualitative research involves collecting various empirical materials like interviews and observations to understand people's experiences. Qualitative research aims to understand what people think and feel in their natural settings by interpreting phenomena based on people's own meanings. Some common criticisms of qualitative research are that the results cannot be generalized and the researcher's presence may influence the findings. The document also compares qualitative and quantitative research and discusses various qualitative methods, sampling approaches, the iterative process, grounded theory, and phenomenology.
Truth, fact and ethics in academic researchDr. Utpal Das
Truth in academic research refers to facts that have been proven through repeated experiments and evidence. Scientific truths must be reproducible, verifiable, and falsifiable. Facts are statements that have been proven true through evidence, while opinions and beliefs are not necessarily based on evidence. Research ethics provide guidelines for responsible and moral conduct in research to maximize benefits and minimize harms. Key principles include honesty, objectivity, integrity, openness, respecting intellectual property, confidentiality, and non-discrimination.
This lecture talks about the importance of evidence in scientific, business, and innovation research. It lists down important examples to carry this process in perspective of the problem statement.
This document provides an introduction to quantitative and qualitative research methods. It discusses key aspects of research design including ontology, epistemology, methodology, and methods. Quantitative research uses numerical data and statistical analysis, while qualitative research uses non-numerical data sources like interviews. The appropriate approach depends on one's research questions, philosophy, and skills. Both approaches have strengths and limitations.
This document provides an introduction to quantitative and qualitative research methods. It discusses key aspects of research design including ontology, epistemology, methodology, and methods. Quantitative research uses numerical data and statistical analysis, while qualitative research uses non-numerical data sources like interviews. The appropriate approach depends on the research questions and philosophy. Both have benefits and limitations. Validity, reliability, and trustworthiness are also important aspects of research quality.
This document provides an introduction to quantitative and qualitative research methods. It discusses that research methods can be broadly split into quantitative and qualitative approaches. The choice of method depends on the research questions, underlying philosophy, and researcher's skills and preferences. It also outlines some basic principles of research design including ontology, epistemology, methodology, and specific methods. Common quantitative and qualitative data collection and analysis techniques are also introduced.
Introduction to quantitative and qualitative researchLiz FitzGerald
This presentation, delivered in an Open University CALRG Building Knowledge session, gives a preliminary introduction to both quantitative and qualitative research approaches. There has been widespread debate when considering the relative merits of quantitative and qualitative strategies for research. Positions taken by individual researchers vary considerably, from those who see the two strategies as entirely separate, polar opposites that are based upon alternative views of the world, to those who are happy to mix these strategies within their research projects. We consider the different strengths, weaknesses and suitability of different approaches and draw upon some examples to highlight their use within educational technology.
This document defines and discusses research. It provides several definitions of research from different authors that commonly describe research as a systematic, careful investigation or inquiry to discover and understand new facts through repeated observation and experimentation. The document also discusses the key characteristics of research, including that it follows a logical methodology, uses both inductive and deductive reasoning, seeks to answer research questions, and aims to increase knowledge and understanding. The main objectives of research are described as theoretical, factual, and applications-based.
Caveon Webinar Series - Unlocking the Mystery of the Validity Triangle 11-2014Caveon Test Security
Is Test Security Required for Test Score Validity?
We're pleased to announce that Dr. Philip Dickison, the Director of Examinations at the National Council of State Boards of Nursing (NCSBN), will join us as a special guest for this month's session of the Caveon Webinar Series.
Eleven years ago (when Caveon was founded), many measurement professionals viewed test security as an intriguing anachronism. At that time, we were determined to "catch" cheaters by analyzing test data with statistics. Since then, many measurement professionals have agreed that test security is foundational to test score validity. You cannot trust the test scores when the security of the exam is suspect. At Caveon, we have learned that using statistics to catch cheaters was fraught with scientific, operational, and perhaps most daunting, legal challenges.
Many measurement professionals now use statistics to assess the validity of test scores. They focus on test takers' scores, rather than cheating behaviors. This evolution was crystalized recently when Dr. Dickison presented his "Validity Triangle" model in a Plenary Session during last month's Conference on Test Security.
Please join Dr. Dickison and Caveon Chief Scientist Dennis Maynes for an important exploration on the use of statistics in supporting test score validity. This session will:
• Provide a timeline of important milestones in the use of Data Forensics in supporting Test Security
• Share invaluable "lessons learned" (often, the hard way) in implementing a Data Forensics program
• Discuss the opportunities and challenges Data Forensics can present to program directors
• Present an important evolution in gauging test score validity
Validity and reliability are important concepts for evaluating qualitative research. In qualitative research, credibility, transferability, dependability, and confirmability are considered instead of internal validity, external validity, reliability, and objectivity. Strategies like triangulation, thick description, and reflexivity can help establish these criteria and produce trustworthy qualitative research.
This document discusses qualitative research methods. It defines qualitative research as focusing on non-numerical observation and meaning-making to answer how and why questions. The document contrasts qualitative and quantitative methods, outlining different philosophical assumptions and characteristics of each approach. It then describes common steps in qualitative research, including purposive sampling and ongoing data collection and analysis. Finally, it discusses approaches like case studies, strengths and limitations of qualitative research, and the relationship between qualitative and quantitative methods.
This document discusses qualitative research methods. It defines qualitative research as focusing on non-numerical observation and meaning-making to answer how and why questions. The document contrasts qualitative and quantitative methods, outlining different philosophical assumptions and characteristics of each approach. It then describes common steps in qualitative research, including purposive sampling and ongoing data collection and analysis. Finally, it discusses approaches like case studies, strengths and limitations of qualitative research, and the relationship between qualitative and quantitative methods.
Net coaching & remedial . paper 1 researchBhumi Dangi
mk bhavnagar university, net set remedial classes are being held. part of that, this ppt is about, net exam general paper 1, unit 2 research aptitude part 1.
This document discusses research misconduct and issues of reproducibility. It defines research misconduct as fabrication, falsification, or plagiarism. While science aims to be self-correcting, many published findings are not reproducible or trustworthy. Several factors make results less likely to be true, such as small studies, small effect sizes, and conflicts of interest. Efforts are underway to improve reproducibility through replicating studies, publishing negative results, and establishing standards for transparent and ethical research.
1. A hypothesis is a tentative proposition made to explain certain facts or phenomena, which can be tested.
2. There are different types of hypotheses including working, descriptive, relational, and formalized hypotheses.
3. Key characteristics of a good hypothesis include conceptual clarity, specificity, testability, theoretical relevance, and consistency.
SIGNIFICANCE OF RESEARCH.Sheina Mae Casem.pptxsheinaasuncion
This document discusses the significance and process of research. It begins by defining research and describing its objectives, which include gaining new insights, describing characteristics, and testing hypotheses. It then outlines the main types of research as descriptive vs analytical, applied vs fundamental, quantitative vs qualitative, and conceptual vs empirical. Finally, it details the eight steps of the research process: 1) identifying the problem, 2) reviewing literature, 3) formulating hypotheses, 4) designing the research, 5) collecting primary data, 6) carrying out the research, 7) preparing results, and 8) reporting findings. The document provides explanations and examples for each step of the research process.
The document summarizes key differences between qualitative and quantitative research approaches. It discusses that qualitative research relies on inductive reasoning and takes place in real-world settings to understand people's experiences, while quantitative research uses statistical tests and deductive reasoning in controlled laboratory settings. Some key differences highlighted include that qualitative research aims to understand social life through theory building, uses flexible dynamic approaches, and analyzes data through reducing, coding and synthesizing techniques. Quantitative research aims to explain social life through theory testing, uses rigid static approaches, and analyzes data using statistical tables and charts with deductive reasoning.
Research in general refers to….
A search for knowledge.
A scientific and systematic search for relevant information on a specific topic.
Research is an art of scientific investigation.
Research is a careful investigation or inquiry especially through search for new facts in any branch of knowledge.
This document provides an overview of research methodology. It defines research as a systematic effort to gain new knowledge or manipulate concepts/symbols to extend or verify knowledge. The objectives of research are to gain new insights, accurately portray characteristics, determine frequencies of occurrences, and test hypotheses. Motivations include obtaining degrees/benefits, solving problems, intellectual joy, and helping society. The document discusses types of research and the research process which involves formulating a problem, reviewing literature, developing hypotheses, designing the study, collecting and analyzing data, and reporting conclusions. It provides criteria for good research and problems researchers face in India like lack of scientific training and overlapping studies.
The document defines and discusses different types of educational research. It begins by defining research as a systematic process of investigation that uses specialized tools and procedures to solve problems. Educational research specifically aims to develop a science of behavior in educational situations to determine the most effective teaching methods. The document outlines that educational research is purposeful, objective, and concerned with solving problems through quantitative and systematic analysis of collected data. It then describes the main types of educational research as quantitative (experimental, quasi-experimental, correlational) and qualitative (survey, case studies, documentary analysis, ethnographic, historical, philosophical). Several specific methodologies like experimental research, quasi-experimental research, and correlation research are also defined.
The document discusses different types of research design used in conducting research studies. It describes exploratory, descriptive, comparative, and interventional research designs. Exploratory research aims to gain insights, descriptive research describes variables as they exist using methods like surveys and case studies, comparative research examines relationships and differences between variables, and interventional research tests hypotheses by manipulating variables and comparing experimental and control groups. The key elements of research design discussed are problem identification, data collection and analysis methods, population and sampling, and reporting findings.
This document provides an overview of research methodology. It defines research and lists its key characteristics, including being systematic, objective, and focused on solving problems. The document outlines different types of research such as descriptive vs analytical, applied vs fundamental, and quantitative vs qualitative. It also discusses research objectives, criteria for good research, and common motivations for conducting research such as the desire to solve problems or gain new knowledge. Different stages of the research process are briefly introduced as well.
Fb11001 reliability and_validity_in_qualitative_research_summaryDr. Akshay S. Bhat
The document discusses reliability and validity in qualitative research. It begins by explaining quantitative research and how reliability and validity are defined and ensured in quantitative methods. It then explores how reliability and validity are approached differently in qualitative research since the goals of qualitative research are understanding rather than generalization. Specifically:
Reliability in qualitative research focuses on dependability and quality of explanation rather than replicability. Validity is more contingent on the research methodology and aims for understanding rather than truth. Researchers ensure validity in qualitative work through approaches like triangulation of data sources and analysis methods. Overall the document calls for refining definitions of reliability and validity for qualitative research.
This document provides an overview of case study methodology. It defines a case study as an in-depth analysis of a specific person, group or event that is used to illustrate broader principles. The document discusses different types of case studies, data collection methods like observations and interviews, issues of reliability and validity, and strengths and weaknesses of the case study approach. It also provides an example case study on how working-class youth in the UK transition from school to factory jobs.
This document discusses ethics in criminal justice research. It covers several key learning objectives related to recognizing and understanding ethical considerations, such as how research must balance potential benefits with harm to subjects, ensure voluntary and informed participation, protect privacy through anonymity and confidentiality, avoid deception, conduct unbiased analysis and reporting, and address legal liability concerns. Several examples are provided to illustrate these ethical issues.
This document outlines an in-class assignment to teach students how to write short literature review essays. It will divide students into teams and have them review summaries of editorials and complete worksheets to learn the purpose of literature reviews and practice creating brief literature reviews within timed exercises. The goal is for students to understand how to synthesize key sources and demonstrate knowledge in a targeted essay format common in the social sciences and humanities fields.
Introduction to quantitative and qualitative researchLiz FitzGerald
This presentation, delivered in an Open University CALRG Building Knowledge session, gives a preliminary introduction to both quantitative and qualitative research approaches. There has been widespread debate when considering the relative merits of quantitative and qualitative strategies for research. Positions taken by individual researchers vary considerably, from those who see the two strategies as entirely separate, polar opposites that are based upon alternative views of the world, to those who are happy to mix these strategies within their research projects. We consider the different strengths, weaknesses and suitability of different approaches and draw upon some examples to highlight their use within educational technology.
This document defines and discusses research. It provides several definitions of research from different authors that commonly describe research as a systematic, careful investigation or inquiry to discover and understand new facts through repeated observation and experimentation. The document also discusses the key characteristics of research, including that it follows a logical methodology, uses both inductive and deductive reasoning, seeks to answer research questions, and aims to increase knowledge and understanding. The main objectives of research are described as theoretical, factual, and applications-based.
Caveon Webinar Series - Unlocking the Mystery of the Validity Triangle 11-2014Caveon Test Security
Is Test Security Required for Test Score Validity?
We're pleased to announce that Dr. Philip Dickison, the Director of Examinations at the National Council of State Boards of Nursing (NCSBN), will join us as a special guest for this month's session of the Caveon Webinar Series.
Eleven years ago (when Caveon was founded), many measurement professionals viewed test security as an intriguing anachronism. At that time, we were determined to "catch" cheaters by analyzing test data with statistics. Since then, many measurement professionals have agreed that test security is foundational to test score validity. You cannot trust the test scores when the security of the exam is suspect. At Caveon, we have learned that using statistics to catch cheaters was fraught with scientific, operational, and perhaps most daunting, legal challenges.
Many measurement professionals now use statistics to assess the validity of test scores. They focus on test takers' scores, rather than cheating behaviors. This evolution was crystalized recently when Dr. Dickison presented his "Validity Triangle" model in a Plenary Session during last month's Conference on Test Security.
Please join Dr. Dickison and Caveon Chief Scientist Dennis Maynes for an important exploration on the use of statistics in supporting test score validity. This session will:
• Provide a timeline of important milestones in the use of Data Forensics in supporting Test Security
• Share invaluable "lessons learned" (often, the hard way) in implementing a Data Forensics program
• Discuss the opportunities and challenges Data Forensics can present to program directors
• Present an important evolution in gauging test score validity
Validity and reliability are important concepts for evaluating qualitative research. In qualitative research, credibility, transferability, dependability, and confirmability are considered instead of internal validity, external validity, reliability, and objectivity. Strategies like triangulation, thick description, and reflexivity can help establish these criteria and produce trustworthy qualitative research.
This document discusses qualitative research methods. It defines qualitative research as focusing on non-numerical observation and meaning-making to answer how and why questions. The document contrasts qualitative and quantitative methods, outlining different philosophical assumptions and characteristics of each approach. It then describes common steps in qualitative research, including purposive sampling and ongoing data collection and analysis. Finally, it discusses approaches like case studies, strengths and limitations of qualitative research, and the relationship between qualitative and quantitative methods.
This document discusses qualitative research methods. It defines qualitative research as focusing on non-numerical observation and meaning-making to answer how and why questions. The document contrasts qualitative and quantitative methods, outlining different philosophical assumptions and characteristics of each approach. It then describes common steps in qualitative research, including purposive sampling and ongoing data collection and analysis. Finally, it discusses approaches like case studies, strengths and limitations of qualitative research, and the relationship between qualitative and quantitative methods.
Net coaching & remedial . paper 1 researchBhumi Dangi
mk bhavnagar university, net set remedial classes are being held. part of that, this ppt is about, net exam general paper 1, unit 2 research aptitude part 1.
This document discusses research misconduct and issues of reproducibility. It defines research misconduct as fabrication, falsification, or plagiarism. While science aims to be self-correcting, many published findings are not reproducible or trustworthy. Several factors make results less likely to be true, such as small studies, small effect sizes, and conflicts of interest. Efforts are underway to improve reproducibility through replicating studies, publishing negative results, and establishing standards for transparent and ethical research.
1. A hypothesis is a tentative proposition made to explain certain facts or phenomena, which can be tested.
2. There are different types of hypotheses including working, descriptive, relational, and formalized hypotheses.
3. Key characteristics of a good hypothesis include conceptual clarity, specificity, testability, theoretical relevance, and consistency.
SIGNIFICANCE OF RESEARCH.Sheina Mae Casem.pptxsheinaasuncion
This document discusses the significance and process of research. It begins by defining research and describing its objectives, which include gaining new insights, describing characteristics, and testing hypotheses. It then outlines the main types of research as descriptive vs analytical, applied vs fundamental, quantitative vs qualitative, and conceptual vs empirical. Finally, it details the eight steps of the research process: 1) identifying the problem, 2) reviewing literature, 3) formulating hypotheses, 4) designing the research, 5) collecting primary data, 6) carrying out the research, 7) preparing results, and 8) reporting findings. The document provides explanations and examples for each step of the research process.
The document summarizes key differences between qualitative and quantitative research approaches. It discusses that qualitative research relies on inductive reasoning and takes place in real-world settings to understand people's experiences, while quantitative research uses statistical tests and deductive reasoning in controlled laboratory settings. Some key differences highlighted include that qualitative research aims to understand social life through theory building, uses flexible dynamic approaches, and analyzes data through reducing, coding and synthesizing techniques. Quantitative research aims to explain social life through theory testing, uses rigid static approaches, and analyzes data using statistical tables and charts with deductive reasoning.
Research in general refers to….
A search for knowledge.
A scientific and systematic search for relevant information on a specific topic.
Research is an art of scientific investigation.
Research is a careful investigation or inquiry especially through search for new facts in any branch of knowledge.
This document provides an overview of research methodology. It defines research as a systematic effort to gain new knowledge or manipulate concepts/symbols to extend or verify knowledge. The objectives of research are to gain new insights, accurately portray characteristics, determine frequencies of occurrences, and test hypotheses. Motivations include obtaining degrees/benefits, solving problems, intellectual joy, and helping society. The document discusses types of research and the research process which involves formulating a problem, reviewing literature, developing hypotheses, designing the study, collecting and analyzing data, and reporting conclusions. It provides criteria for good research and problems researchers face in India like lack of scientific training and overlapping studies.
The document defines and discusses different types of educational research. It begins by defining research as a systematic process of investigation that uses specialized tools and procedures to solve problems. Educational research specifically aims to develop a science of behavior in educational situations to determine the most effective teaching methods. The document outlines that educational research is purposeful, objective, and concerned with solving problems through quantitative and systematic analysis of collected data. It then describes the main types of educational research as quantitative (experimental, quasi-experimental, correlational) and qualitative (survey, case studies, documentary analysis, ethnographic, historical, philosophical). Several specific methodologies like experimental research, quasi-experimental research, and correlation research are also defined.
The document discusses different types of research design used in conducting research studies. It describes exploratory, descriptive, comparative, and interventional research designs. Exploratory research aims to gain insights, descriptive research describes variables as they exist using methods like surveys and case studies, comparative research examines relationships and differences between variables, and interventional research tests hypotheses by manipulating variables and comparing experimental and control groups. The key elements of research design discussed are problem identification, data collection and analysis methods, population and sampling, and reporting findings.
This document provides an overview of research methodology. It defines research and lists its key characteristics, including being systematic, objective, and focused on solving problems. The document outlines different types of research such as descriptive vs analytical, applied vs fundamental, and quantitative vs qualitative. It also discusses research objectives, criteria for good research, and common motivations for conducting research such as the desire to solve problems or gain new knowledge. Different stages of the research process are briefly introduced as well.
Fb11001 reliability and_validity_in_qualitative_research_summaryDr. Akshay S. Bhat
The document discusses reliability and validity in qualitative research. It begins by explaining quantitative research and how reliability and validity are defined and ensured in quantitative methods. It then explores how reliability and validity are approached differently in qualitative research since the goals of qualitative research are understanding rather than generalization. Specifically:
Reliability in qualitative research focuses on dependability and quality of explanation rather than replicability. Validity is more contingent on the research methodology and aims for understanding rather than truth. Researchers ensure validity in qualitative work through approaches like triangulation of data sources and analysis methods. Overall the document calls for refining definitions of reliability and validity for qualitative research.
This document provides an overview of case study methodology. It defines a case study as an in-depth analysis of a specific person, group or event that is used to illustrate broader principles. The document discusses different types of case studies, data collection methods like observations and interviews, issues of reliability and validity, and strengths and weaknesses of the case study approach. It also provides an example case study on how working-class youth in the UK transition from school to factory jobs.
This document discusses ethics in criminal justice research. It covers several key learning objectives related to recognizing and understanding ethical considerations, such as how research must balance potential benefits with harm to subjects, ensure voluntary and informed participation, protect privacy through anonymity and confidentiality, avoid deception, conduct unbiased analysis and reporting, and address legal liability concerns. Several examples are provided to illustrate these ethical issues.
This document outlines an in-class assignment to teach students how to write short literature review essays. It will divide students into teams and have them review summaries of editorials and complete worksheets to learn the purpose of literature reviews and practice creating brief literature reviews within timed exercises. The goal is for students to understand how to synthesize key sources and demonstrate knowledge in a targeted essay format common in the social sciences and humanities fields.
This document provides guidelines for writing a literature review. It explains that a literature review surveys and analyzes scholarly sources on a topic to provide an overview of the most significant recent work. It should trace the evolution of debates within a field. The document offers tips for picking a topic, finding relevant literature using databases, evaluating sources, and organizing a literature review into an introduction defining the topic and trends, a body grouping sources into thematic clusters, and a conclusion summarizing themes, areas of controversy, and questions for further research.
This document provides an overview of writing a research proposal and literature review. It discusses that a research proposal describes an investigation by outlining what will be studied, why it is important, and how the research will be conducted. The proposal establishes a plan and framework for the research project. It typically includes sections for an introduction, literature review, research design, and references. The literature review discusses and analyzes previous scholarship on the topic to situate the proposed project within existing research.
The document discusses what makes a strong research question and provides guidelines for writing one. A good research question should be focused on a single problem, researchable using primary and secondary sources, and feasible to answer within the given constraints. It also needs to be specific enough to thoroughly answer, complex enough to develop an argument over multiple pages, and relevant to the field of study or society. The document then provides steps to develop a research question and examples of how to frame questions for different research aims.
This document outlines the key concepts and objectives covered in a lesson on social science theory and research. It discusses three fundamental aspects of social science - theory, data collection, and data analysis. It also describes the differences between qualitative and quantitative approaches, inductive and deductive reasoning, and idiosyncratic and nomothetic explanations. Finally, it discusses how social science aims to identify patterns and relationships between variables at the aggregate level, and how theory guides research which then informs public policy.
This document provides an overview of key concepts in social science research and theory. It discusses three fundamental aspects of social science: theory, data collection, and data analysis. Social scientists aim to find patterns of regularity in social life by studying aggregates rather than individuals. Variables and relationships between variables are important concepts in theory. Both deductive and inductive reasoning are used, moving between the general and the specific. Theories help structure criminal justice research, which then informs public policy approaches to social problems like crime.
This document discusses key concepts in research methods for studying crime and criminal justice. It covers why research methods are important for professionals in the field to critically evaluate research and produce accurate studies. It also outlines different types of knowledge, such as experiential reality and agreement reality. The document then discusses scientific research principles and different purposes of research like exploratory, descriptive, explanatory, and applied research. It provides guidance on conceptualizing a research study, choosing a method, defining concepts, sampling, data collection, analysis, and application.
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3. Scientific Method
• A way to investigative how or why something works, or how
something happened, through the development of hypotheses
and subsequent attempts at falsification through testing and
other accepted means.
4. Scientific Method
• The scientific method is a way of ensuring the results
one obtains when researching something are both valid
and reliable.
10. Reliability and Validity
• A test is reliable if it consistently yields the same result within
whatever margin of error, we are willing to accept.
• Validity In reference to testing, when the results are reliable and
accurate.
12. Peer Review
The process of subjecting an author’s work, research, or ideas to
the scrutiny of others who are experts in the same field.
Research submitted for publication should be critiqued and that
research not meeting acceptable standards should be kept from
publication.
14. Logical Fallacies
• Circular reasoning. Using data to prove something that was used to develop
the hypothesis; a proof that essentially restates the question. An example
would be: “There is no such thing as a false confession, because innocent
people do not confess to crimes they did not commit.”
• Overgeneralization. Making generalizations to a broad population based on
insufficient data.
15. Lack of
Validity/Overgeneralization
• Circular reasoning. Using data to prove something that was used to develop
the hypothesis; a proof that essentially restates the question. An example
would be: “There is no such thing as a false confession, because innocent
people do not confess to crimes they did not commit.”
• Overgeneralization. Making generalizations to a broad population based on
insufficient data.
16. Validity/Overgeneralization case
example: organized crime scene
vs disorganized crime scene
• An organized crime scene might be one where the offender planned the
assault and brought a weapon which he/she took with him/her when leaving
the scene.
• The disorganized crime scene would be one where the offender acted
impulsively and used something he/she found at the scene as a weapon to
commit an assault of some kind. .
17. Validity/Overgeneralization case
example: organized crime scene
vs disorganized crime scene
“Our study was an exploratory one.”(Burges and Ressler, 1985 p. 32). “It
is imperative that this be viewed as demonstrating only that profiling is an
objective possibility.,” “The study does not establish that profiling can, in
fact, be done, or that if it were done, it would be successful.” and “Instead,
we show that further study of profiling is, indeed, reasonable and
appropriate.
18. Summary
Maintaining expected standards in research and academic
publishing is important to further and protect scientific endeavors.
Adherence to ethical guidelines is important in conducting research
and scholarly publishing as the end-user relies on the integrity of
such products in conducting further research.
Editor's Notes
Maintaining expected research and academic publishing standards is essential to further and protect scientific endeavors.
Adherence to ethical guidelines is essential in research and scholarly publishing as the end user relies on the integrity of such products in conducting further research, using the research in forming professional opinions, and possibly relying on the research when testifying under oath and in a court of law.
Scientific method
A way to investigative how or why something works, or how something happened, through the development of hypotheses and subsequent attempts at falsification through testing and other accepted means.
The scientific method is a way of ensuring the results one obtains when researching something are both valid and reliable.
Quite simply, it is a method of devising a theory regarding something, collecting data relevant to the theory, and a way to systematically test the theory to see if it is “correct.
The method of testing is called falsification (Popper, 2002). It may seem odd, but one is not trying to prove one’s theory is true, but rather trying to prove it is false.
Falsification is “manipulating research materials, equipment, or processes, or changing or omitting data or results such that the research is not accurately represented in the research record.”
Falsification Definition
One cannot prove whether a theory or hypothesis is true. One can only prove that it is false, a process called falsification. Falsification is a tool that distinguishes scientific social psychology from folk social psychology, which does not use the process of falsification.
Science is based on fact. Isn't it? Karl Popper believed that human knowledge progresses through 'falsification’.
A theory or idea shouldn't be described as scientific unless it could, in principle, be proven false.
Science is based on fact. Isn't it? Karl Popper believed that human knowledge progresses through 'falsification’.
A theory or idea shouldn't be described as scientific unless it could, in principle, be proven false.
Two important research terms are validity and reliability. A test is reliable if it consistently yields the same result within whatever margin of error we are willing to accept.
Two important research terms are validity and reliability.
A test is reliable if it consistently yields the same result within whatever margin of error we are willing to accept.
Validity In reference to testing, when the results are reliable and accurate.
Example we could label a scale reliable if we have a rock and every time we weigh the rock the scale shows the same weight, say 4.5 pounds. To find out if the scale (or rather the weights it gives) is valid, though, we would check the weight of the rock on a scale that we know to be accurate. If such testing gave the same weight, we would decide the weights the first scale gives are valid.
Karen Magruder, LCSW-S is an Assistant Professor of Practice at the University of Texas at Arlington, a therapist in private practice, a clinical supervisor an d DSW student.
Peer review is the process of subjecting an author’s work, research, or ideas to the scrutiny of others who are experts in the same field.
Peer review is the process of subjecting an author’s work, research, or ideas to the scrutiny of others who are experts in the same field.
It is incumbent on researchers and authors to recognize and avoid logical fallacies. Such fallacies are numerous and beyond the scope of this chapter to mention, let alone describe them all.
Logical fallacies are Errors in reasoning that essentially deceived those whom they are intended to convince. They are brought about by the acceptance of faulty premises, bias, ignorance, and intellectual laziness.
Circular reasoning. Using data to prove something that was used to develop the hypothesis; a proof that essentially restates the question. An example would be: “There is no such thing as a false confession, because innocent people do not confess to crimes they did not commit.”
Overgeneralization. Making generalizations to a broad population based on insufficient data.
It is incumbent on researchers and authors to recognize and avoid logical fallacies. Such fallacies are numerous and beyond the scope of this chapter to mention, let alone describe them all.
Logical fallacies are Errors in reasoning that essentially deceived those whom they are intended to convince. They are brought about by the acceptance of faulty premises, bias, ignorance, and intellectual laziness.
Circular reasoning. Using data to prove something that was used to develop the hypothesis; a proof that essentially restates the question. An example would be: “There is no such thing as a false confession, because innocent people do not confess to crimes they did not commit.”
Overgeneralization. Making generalizations to a broad population based on insufficient data.
In the early years of criminal profiling FBI special agents honing the craft began observing what they felt were collections of things at crime scenes. They formulated the idea that there were essentially two types of crime scene (hence offenders) – an organized crime scene and a disorganized crime scene.
An organized crime scene might be one where the offender planned the assault and brought a weapon which he/she took with him/her when leaving the scene. The disorganized crime scene would be one where the offender acted impulsively and used something he/she found at the scene as a weapon to commit an assault of some kind.
in the early to mid-1980s the agents of the FBI criminal profiling unit began visiting prisons when possible to try and interview serial killers using a questionnaire that had been developed.
Test the organized-disorganized paradigm empirically.
est the organized-disorganized paradigm empirically.
In the early years of criminal profiling FBI special agents honing the craft began observing what they felt were collections of things at crime scenes. They formulated the idea that there were essentially two types of crime scene (hence offenders) – an organized crime scene and a disorganized crime scene.
An organized crime scene might be one where the offender planned the assault and brought a weapon which he/she took with him/her when leaving the scene. The disorganized crime scene would be one where the offender acted impulsively and used something he/she found at the scene as a weapon to commit an assault of some kind.
in the early to mid-1980s the agents of the FBI criminal profiling unit began visiting prisons when possible to try and interview serial killers using a questionnaire that had been developed.
Test the organized-disorganized paradigm empirically.
“Our study was an exploratory one.”(Burges and Ressler, 1985 p. 32). “It is imperative that this be viewed as demonstrating only that profiling is an objective possibility.,” “The study does not establish that profiling can, in fact, be done, or that if it were done, it would be successful.” and “Instead, we show that further study of profiling is, indeed, reasonable and appropriate.
no investigator in the reading audience would have understood the limited and flawed basis for the organized–disorganized paradigm presented.
Maintaining expected standards in research and academic publishing is important to further and protect scientific endeavors.
Adherence to ethical guidelines is important in conducting research and scholarly publishing as the end-user relies on the integrity of such products in conducting further research, using the research in forming professional opinions, and possibly relying on the research when testifying under oath and in a court of law.
no investigator in the reading audience would have understood the limited and flawed basis for the organized–disorganized paradigm presented.