research definition

8/10/2019 Research Definition

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1. Research defnition/concept

The systematic investigation into and study of materials, sources, etc, in

order to establish facts and reach new conclusions.

An endeavour to discover new or collate old facts etc by the scientic study

of a subject or by a course of critical investigation

2. SKILLS NECESSARY FOR RESEARCH

Thinking

Knowing

Comprehension

roblem solving

Critical thinking

Creative thinking

A: Research Skills and Techniques

1. Recognising research problems

2. Critical thinking

3. Knowing current work in field

4. Research methods

5. Critical reviewing

6. Documenting and reporting

B: Research Environment

1. Understanding the research context

2. Complying with ethical requirements

3. Following good research practice

4. Complying with heath and safety legislation

5. Understanding research funding and evaluation

6. Justifying research methods

7. Understanding academic and commercial exploitation


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C: Research Management

1. Organising your work

2. Information management

3. Using information sources

4. Using IT

D: Personal Effectiveness

1. Ability to learn

2. Creativity and innovation

3. Flexibility and open-mindedness

4. Self-awareness

5. Self-discipline

6. Asking for help

7. Independent working

E: Communication Skills

1. Academic writing

2. Presenting to non-academics

3. Academic presentations

4. Promotion of public understanding

5. Teaching, mentoring, demonstrating

F: Networking and Teamworking Skills

1. Building relationships and networks

2. Working in a team

3. Giving and receiving feedback

G: Career Management

1. Continued professional development

2. Planning your career progression

3. Identifying transferable skills


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4. Presenting yourself to employers

echnica! co""#nication

Ora!

$ritten

%#&!ishin' / %atentin'

%ro&!e" fndin'

Literat#re search

E(peri"entation

)ode!in'

%ro&!e" fndin'

Literat#re search

i"e / stress "ana'e"ent

Interpersona! s*i!!s

+. ,a- $hat is %h. thesis

! A thesis for the h" must form a distinctive contribution to the knowledge

of the subject and a#ord the evidence of originality shown by the discovery

of new facts and$or the evidence of independent critical power.%

,&- he %h Ed#cationa!

%rocess 0 A )ode!


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One can teach and '#ide others hen one has

a knowledge of what is being discovered, argued

about and published in a subject all over the world

an ability to evaluate the worth of what others are

doing

an ability to identify areas where one can make a

useful contribution

an ability to communicate ones ideas and results

e#ectively in international professional circles

. HO$ O HINK

&esearch is all about productive thinking which is also called higher order

thinking consisting of critical thinking and creativity


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T'()K()* (+

said to be reproductive when it is based on similar problems encountered in

the past, or taught to solve

productive when it generates as many alternative approaches as possible

3. Scientifc Research

A process of rigorous reasoning based on interactions among theories

methods, and ndings

-uilt on understanding derived from the objective testing of models or

theories

Accumulation of scientic knowledge is laborious, slow, twisty, and indirect

+cientic knowledge is developed and sharpened through critiue contested

ndings, replication, and convergence

+cientic knowledge is developed through sustained e#orts

+cientic inuiry must be guided by fundamental principles.

F#nda"enta! %rincip!es

(. Ask signicant uestions that can be answered empirically.

!The formulation of a problem is often more essential than it/s solution,

which may be merely a matter of mathematical or e0perimental skill.

To raise new uestions, new possibilities, to regard old uestions from

a new angle, reuires creative imagination and marks real advance in

science% 12instein 3 (nfeld, 45678

The research uestions must be asked in a way that allows for

empirical investigation.

9ink research to relevant theory.

+cientic research can be guided by a conceptual framework model, or

theory that generates uestions to be asked or answers to the

uestions posed

Theory drives the research uestion, the use of methods, and the

interpretation of results.


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+elect and apply research designs and methods that permit direct

investigation of the uestion.

The trustworthiness of any research study is predicated initially on

several major elements:

o The suitability of the proposed research design or methodology

to address the specic uestions posed by the study

e.g. ice melts at 4;; C reuires emperical investigation rst.

o The scientic rigor by which the methodology is applied

o The trustworthiness of any research study is predicated initially on

several major elements 1cont/d8:

o The link between uestion and methodology must be clear and

justied

"etailed description of the method, measures, data collection procedures,

data analyses, and subjects must be available to permit replication

rovide a coherent and e0plicit chain of reasoning that can be replicated.


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4. Ha&it o5 'ood research

oc#"entation

Readin'

%articipation in technica! "eetin's

6. E(peri"enta! and non e(peri"enta! research

E(peri"enta! research7

o pro8ide ansers to research 9#estions :

a. E(peri"enta! research is one o5 the "ost

poer5#! research "ethodo!o'ies researchers

can #se.

&. ;est a< to esta&!ish ca#se0and0e=ect

re!ationships &eteen 8aria&!es.

c. Foc#s on testin' theories / h i.e.> hat is

'oin' to happen to the s#&?ects o5 the st#d

to ho" it is to &e app!ied> and to hate(tent.

;asic di=erence &eteen e(peri"enta! and non0

e(peri"enta! research.


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he "ost i"portant di=erence &eteen e(peri"enta!

and non0e(peri"enta! research> then> is control.

- In e(peri"ents> in8esti'ators at !east ha8e

"anip#!ati8e contro!@ the< ha8e at !east oneacti8e 8aria&!e.

- I5 an e(peri"ent is a trueB e(peri"ent> the< can

a!so e(ercise contro! &< randomization.

Non-experimental research is s


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Cond#ctin' the e(peri"ent

Ana! each thin' to &e done

+. Ho i!! each thin' to &e done &e acco"p!ished

. $hen and in hat order> i!! the thin's to &e

acco"p!ished act#a!!< &e done

3. $here i!! those thin's &e done

4. $h< : s#pported &< the !iterat#re : 5or the ansers to

the $hat> $ho> Ho> $hen> and $here

Non0E(peri"enta! Research

research in hich the e(peri"enter does not ha8e

co"p!ete contro! o8er the conditions o5 the st#d 'roth> and seeds. It can a!so

predict 5#t#re occ#rrences o5 the re!ationship 0 p!ants

'roin' 5ro" seeds... It is a!so a s#""ar< state"ent nota one ti"e occ#rrence.

1. Literat#re s#r8e a'e> 'ender

etc.-

Si"p!e rando" sa"p!es are then dran 5ro"

each strat#". he e!e"ents ithin a strat#" sho#!d &e as

ho"o'eneo#s as possi&!e> t the e!e"ents in

di=erent strata sho#!d &e as hetero'eneo#s as

possi&!e.

he stratifcation 8aria&!es sho#!d a!so &e c!ose!

research definition

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