Day one powerpoint update
- 2. hello! Fiona Beals (Dr Phi) (Course Leader) Samantha White (Auckland Tutor) Bruce Robinson (Wellington Tutor
- 3. 1. Whakawhangatanga We are in this together
- 4. 2. Why are we here? Today has a Purpose This course has a Purpose
- 5. The Course and Today This course: ✘A journey into the space of research ✘Learning a new language and a new process Today: ✘Making a start into this new language ✘A focus on the relationship between research and science and the role of the question (part 1 – more to come) Moodle: Your one stop shop
- 6. Reverse Jenga Building a tower with gaps: ✘What are the research words you know? ✘What activities do you know happen in research (you don’t need to know the words)?
- 8. We are not going to go too deep yet ✘Research is the generation of knowledge ✘We are all born researchers ✘There are two major paradigms of research – empirical and relativistic ✘We are focusing on the empirical ✘Empirical is more than numbers, it is anything that can be observed ✘Researchers follow set methods and processes ✘All research has to be guided by a question ✘Research can be applied to practice
- 9. Common sense vs. academic knowledge
- 10. 4. Time for a Break
- 12. TPS: What is science? Who makes a scientist? How do scientists work? How does a researcher work?
- 13. What is science ✘Science is a particular way of studying the world ✘THE GOALS OF SCIENCE ARE TO: • Measure and Describe • Understand • Predict • Control E.g. To what extent can we measure, understand, predict & control postnatal depression?
- 14. THE ASSUMPTIONS OF SCIENCE AKA Ontology & Epistemology 1) ORDER ✘The world is lawful (ontological belief) 2) DETERMINISM ✘Events are determined by prior events – causality (ontological belief) 3) EMPIRICISM ✘The causes of events are to be found in the material, observable, world (epistemological approach) A belief in order, determinism and empiricism motivates people to search for causes Empirical Research agrees with all of the above
- 15. Research and science ✘Research derived 'facts' are only as good as the methodology that produces them ✘Science, and therefore research, is an ongoing process ✘No result can 'prove' a theory is correct ✘As we build up more support for a theory we come to have more confidence in it ✘Be cautious about the results of a single study (which may be flawed)
- 16. Your Turn 1) First look at the article’s headings, what do these headings tell you about research and science 2) Why would researchers have literature reviews; what is the purpose of it in an article? 3) What do the methodology sections share? 4) How are the findings sections similar and different? 5) What is the purpose of the analysis section? 6) How does research overflow into our professional practice?
- 17. The Scientific method/Research Process Theory Building Theory Testing
- 18. The Scientific method ✘Replicability ✘Precision ✘Falsibility ✘Parsimony ✘Exploratory Research – wide, big picture (what’s happening) ✘Descriptive Research – deep (what, where, when) ✘Explanatory Research – deep (how, why)
- 19. 10 Easy Steps in the Research Process 1 • Applied Research starts with a NEED, ISSUE or PROBLEM 2 • Research then defines their TOPIC 3 • From which a RESEARCH QUESTION is developed 4 • Existing LITERATURE is explored 5 • Then the most suitable METHODOLOGY & METHODS are defined 6 • Decisions are made regarding PARTICIPANTS & SAMPLING 7 •Further work is done to develop INSTRUMENTS & TECHNIQUES for Data Collection 8 • Researcher outlines the ETHICAL IMPLICATIONS of the proposed project 9 • Once DATA is COLLECTED the Researcher conducts their ANALYSIS & INTERPRETATION… • All of which is presented in a RESEARCH REPORTs
- 21. 6. Lunch
- 23. Applying One Method to Another ✘ Observation methods ✘ Qualitative Analysis Coding
- 24. Phase One: Scoping ✘Brainstorming every possible question you would like answered on your topic through reflecting on: Personal experiences Personal ambitions Scoping observations in the field Reviewing current literature Reviewing programme plans and objectives
- 25. Phase Two: Refining ✘Grouping scoping questions Locate central themes Put aside outliners Organise each question along the development lines Open to closed Broad to detailed
- 26. Phase Three: Generating the Question/s ✘Locate the aim of your research through finding an encompassing theme for your scoping questions This may be simply a hypothesis or a specific aim (e.g. to develop …) ✘Turn this aim into one, two, or three overarching questions
- 27. Where to next…. ✘Locating your questions within a paradigm of research ✘Outlining the constraints of your research Time, money, contextual etc ✘Selecting an appropriate methodology ✘Make sure there is fusion between the questions, paradigm (theory), constraints, and methodology ✘InAS6230, we will return to this slide later in the course
- 28. Your Turn
- 29. Time for a Game
- 30. Bringing it Back to Research
- 31. Reverse Jenga Fill the gaps: ✘What are the research words you know now? ✘What new learnings have you had today about the process of research?
- 33. Credits Special thanks to all the people who made and released these awesome resources for free: ✘ Presentation template by SlidesCarnival ✘ Photographs by Unsplash