Module 1 – Research Methodology and Design

Lesson 1: Introduction to science - what distinguishes scientific knowledge from other types of knowledge

The student can distinguish and describe the different approaches in scientific theories and epistemological trends, and their scientific history-background (hermeneutical vs scientific, facts and observation, experimentation and falsificationism, induction vs. deduction).
The student is open to perceive and accept the diversity of cultural and social context of research systems and practices.
The student is open for different research methods and is committed to finding consensus in an interdisciplinary research setting.

The student can distinguish and describe the types and specificities (aims, advantages, limits, appropriateness to certain disciplines) of main research methods that can be applied by different scientific areas (e.g. observation, survey, interview, focus group, experiments, etc).
The student should understand the research project lifecycle.
The student can identify the differences between a research design/plan and a research proposal
The student can apply the stages of the research project lifecycle to a research plan, identifying the key questions to answer at each stage.
The student is able to recognise and integrate the motivations, expectations and role of a researcher.
The student is able to construct logical arguments to present a research idea.
The student is committed to find a balance between assertiveness and cooperation in the course of teamwork in research as a leader and as team member.
The student is open to perceive and accept the diversity of cultural and social context of research systems and practices.
The student is open for different research methods and is committed to finding consensus in an interdisciplinary research setting.

The students can discuss, formulate arguments and critically examine their beliefs in the context of real cases of scientific integrity, responsible research, ethical dilemmas that can emerge in the course of a research work project.
The student is open to perceive and accept the diversity of cultural and social context of research systems and practices.

The student should understand the research project lifecycle and the role of RMAs within the research cycle.
The student is able to recognise and integrate the motivations, expectations and role of a researcher, and of other professions linked to the research activity.
The student can predict the needs for research interface activities along the research project lifecycle and identify key RMA roles (e.g. Funding Advisory, Project Manager, Science Communicator).
The student is committed to find a balance between assertiveness and cooperation in the course of teamwork in research as a leader and as team member.