Science Research Science Research
Methodology (2) Methodology (2)
Li-Hua LI (李麗華李麗華李麗華)李麗華
Information Management Dept.
Chaoyang University of Technology
Contents Contents
Propose of Research
Relationship of Student vs.
Advisors
Beginning of Research Choosing A Topic
Evidence
Research Check List Refereeing
Reference: 本教材參考下列資料:
網路資源及相關之學術論文及參考文章
Purpose of research Purpose of research
Graduate School:
Provide students with research training Student
Demonstrate capability to undertake research from conception to write-up Best strategy
Learn how to learn.
Learning while doing.
Students vs. Advisors Students vs. Advisors
“There are as many scientific methods as scientists.”
“There are more advising styles than advisors advising.”
Select an area Select an areaSelect an area Select an area Provide several research area
Provide several research areaProvide several research area Provide several research area
Find a topic Find a topicFind a topic Find a topic Specify a research area
Specify a research areaSpecify a research area Specify a research area
C CC
Come up with an ideaome up with an ideaome up with an ideaome up with an idea Specify a research topic
Specify a research topicSpecify a research topic Specify a research topic
Figure out how to solve or Figure out how to solve or Figure out how to solve or Figure out how to solve or implement it
implement itimplement it implement it Give an idea
Give an ideaGive an idea Give an idea
Implement ImplementImplement Implement S
SS
Structure the research projecttructure the research projecttructure the research projecttructure the research project
Student Student Student Student Advisor
Advisor Advisor Advisor
Relationship of Student vs. Advisor Relationship of Student vs. Advisor
Relationship of student vs, advisor From Management to Guidance
Early Stage: Advisor specify each small step student should take.
Student runs an experiment, search literature, write a section of a report/paper, …etc.
Student gets more mature: anticipate what advisor will ask
Have you done the survey, ….?
Have you considered a certain issue, another approach, …. ?
Student evolves into an independent researcher
Beginning of research Beginning of research
Origin of a research
Ideas often come to mind when The brain is idling
Separate topics coincidently arise at the same time
First step is subjective
Explore ideas that seem likely to succeed or are intriguing
Followed by objective, scientific
investigation
Choosing A Topic(1) Choosing A Topic(1)
Fashionable area should be at most a minor consideration
(Fashion may pass before graduation) Is the project at the right kind of
technical level?
Programming skill, mathematical ability…
Is the project at the right age?
Project scope
“Major breakthrough” is, by definition, rare
Ambitious project creates a high potential for failure
Most research is incremental
Scope of incremental trivial step does not worth investigation
Critical from advisor’s expertise: scooping the project
Open enough to allow innovation and freedom Strict enough to have a good likelihood to
succeed
Close to advisor’s expertise to verify novelty, sufficient exploration of literature, and validity of
Choosing A Topic(2)
Choosing A Topic(2)
Evidence Evidence
Paper: assembly of evidence and supporting
explanation with an attempt to persuade others to share the conclusions
Write-up: pose a hypothesis, then present evidence to support it
Four kinds of evidence:
Analysis or proof: formal argument that the hypothesis is correct
Modeling: mathematical description of the hypothesis Simulation: controlled environment and artificial data Experiment: tested on real data
A Research Checklist(1) A Research Checklist(1)
Are the ideas clear and consistent?
Is the problem worthy of investigation?
Does the project have appropriate scope?
What are the specific research questions?
Is there a hypothesis?
Has the work been critically questioned?
Have you satisfied yourself that is sound
science?
How are the outcomes to be evaluated? Why are the chosen methods of the evaluation appropriate or reasonable?
Are the roles of the participants clear? What are your responsibilities? What activities will the others undertake?
What are the likely weaknesses of your solution?
Is there a written research plan?
What forms of evidence are to be used?
A Research Checklist(2)
A Research Checklist(2)
Have milestone, timeliness, and deadlines been identified?
Do the deadlines leave enough time for your
advisor to provide feedback on your drafts or for your colleagues to contribute to the material?
Has the literature been explored in appropriate depth? Once the work is largely done—and your perspective has changed– does it need to be
explored again?
A Research Checklist(3)
A Research Checklist(3)
Refereeing (1) Refereeing (1)
Refereeing
Criticizing and analyzing papers written by others Central part of scientific process, as important as research itself
Part of learning from apprentice to mature researcher
Challenge
Outside referee’s domain of expertise Wrongly criticizing a good research work
Recommend acceptance of flawed research
Refereeing (2) Refereeing (2)
Reward
Look at own work from a fresh perspective
Stretch and improve capacity for productive and interesting research
Observe different kinds of error or failure in research
Refereeing (3) Refereeing (3)
(a) Responsibility
Author: honest, ethical, careful, and thorough on the preparation of papers
Ensure the content of the paper is correct Clearly identify strengths, weaknesses, and
implications of the proposed work
Referee: be faire, be objective, be on time, … Editor: choose referees appropriately, …
Refereeing (4) Refereeing (4)
(b) Contribution
Originality: Significant, new and interesting How much change from the existing
contributions
Validity: the degree to which the ideas are shown to be sound
Demonstrated by theory or experiment
Refereeing (5) Refereeing (5)
(c) Evaluating Papers
Evaluation:
Has contribution? Timely? Has relevant?
Technical details and result correct? Conclusions appropriate? Any ambiguities or inconsistencies?
Paper understood? Any unnecessary material?
Bibliography:
Too few, too much, self-references, too old?
Elementary nitpicking:
Errors need to be corrected before publication?
Spelling, syntax, or mathematics error?
What you should
What you should learn in this class learn in this class
Understanding the training of master research
Creating your good relationship with your Advisor
Knowing of how to begin your research Be careful to choose a topic
Read enough references for providing the evidence
Understanding the role of refereeing
