Методология научного исследования (МНИ) К.т.н., доцент Дагаев А.А.

План занятий на два года 1 год обучения: 1-2-й модуль – семинар МНИ 3-4-й модуль – курсовой проект 2 год обучения: 1-2 модуль – НИП 3-4 модуль – практика и подготовка магистерской диссертации 2

1-й модуль Знакомство с общими принципами организации научного исследования Знакомство с методами научного исследования Закрепление на практике теоретических знаний 3

Определения Наука есть лучший современный способ удовлетворения любопытства отдельных лиц за счет государства (академик Л.А.Арцимович, «Новый мир», 1, 1967) Научное исследование – процесс выработки новых знаний, один из видов познавательной деятельности (Советский энциклопедический словарь) Research is the process of collecting, analyzing, and interpreting data in order to understand a phenomenon (Leedy & Ormrod, 2001). 4

Основные этапы выполнения научного исследования Постановка проблемы Определение предмета и объекта исследования Изучение литературы в предметной области, знакомство с работами других исследователей, уточнение проблемы и основных понятий, уточнение темы исследования Формулировка цели, задач и гипотезы исследования Выбор методов исследования Сбор фактического материала Обработка полученных данных и материалов Подтверждение или опровержение гипотезы Выводы и план продолжения исследования 5

Проблема Проблема – в широком смысле – сложный теоретический или практический вопрос, требующий изучения, разрешения; в науке – противоречивая ситуация, выступающая в виде противоположных позиций в объяснении каких-либо явлений, объектов, процессов и требующая адекватной теории для ее разрешения. Энциклопедический словарь 6

Предмет и объект исследования Объект. 1. То, что существует вне нас и независимо от нашего сознания, внешний мир, материальная действительность. 2. Явление, предмет, на который направлена какая-н. деятельность. Объект изучения». Предмет. 1. Всякое материальное явление, вещь. 2. То, на что направлена мысль, что составляет его содержание или на что направлено какое-то действие» С. И. Ожегов 7

Рабочая гипотеза Гипотеза – это предположительное суждение о закономерной (причинной) связи явлений. Энциклопедический словарь Рабочая гипотеза определяет основное направление осуществления исследовательского проекта. 8

При формулировке гипотезы следует соблюдать следующие условия: - гипотеза не должна содержать понятий, которые не определены достаточно точно; - она должна быть проверяема при помощи имеющихся в распоряжении исследователя методик. 9

Общая схема проведения научного исследования Постановка проблемы, определение предмета и объекта исследования Обзор научной литературы Формулировка целей и задач работы, построение рабочей гипотезы Проверка гипотезы на основе опытных данных Анализ результатов Гипотеза вернаГипотеза ложна или верна частично Представление результатов 10

Paul Leedy, ( Professor of Education, The American University ), описывает исследовательский процесс как циклическую последовательность действий: 11

Научное исследование по Leedy является циклическим процессом

Научное исследование по Leedy является циклическим процессом

Методология научного исследования Research methodology is defined by Leedy & Ormrod (2001) as the general approach the researcher takes in carrying out the research project (p. 14). Leedy, P. & Ormrod, J. (2001). Practical research: Planning and design (7th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Thousand Oaks: SAGE Publications. В 2010 г. вышло 9-е издание 14

Методология количественных исследований Quantitative research involves the collection of data so that information can be quantified and subjected to statistical treatment in order to support or refute alternate knowledge claims (Creswell, 2003, p. 153) Creswell, J. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.). Thousand Oaks, CA: SAGE Publications. There are three broad classifications of quantitative research: descriptive, experimental and causal comparative (Leedy and Ormrod, 2001). 15

Описательные количественные исследования* The descriptive research approach is a basic research method that examines the situation, as it exists in its current state. Descriptive research involves identification of attributes of a particular phenomenon based on an observational basis, or the exploration of correlation between two or more phenomena. *Здесь и далее при классификации методов исследований используются материалы статьи: Carrie Williams. Research Methods. Journal of Business & Economic Research. March,

Экспериментальные исследования During the experimental research, the researcher investigates the treatment of an intervention into the study group and then measures the outcomes of the treatment. There are three types of exploratory approaches: pre-experimental, true experimental, and quasi- experimental The pre-experimental design involves an independent variable that does not vary or a control group that is not randomly selected. The true experimental designs result in a systemic approach to quantitative data collection involving mathematical models in the analyses. The quasi-experimental design involves nonrandom selection of study participants. Therefore, control is limited and true experimentation is not possible. Since the variable cannot be controlled, validity may be sacrificed 17

Исследование причинно-следственных связей In the causal comparative research, the researcher examines how the independent variables re affected by the dependent variables and involves cause and effect relationships between the variables. The factorial design focuses on two or more categories with the independent variables as compared to the dependent variable. The causal comparative research design provides the researcher the opportunity to examine the interaction between independent variables and their influence on dependent variables. 18

Методология качественных исследований Qualitative research builds its premises on inductive, rather than deductive reasoning. It is from the observational elements that pose questions that the researcher attempts to explain. The strong correlation between the observer and the data is a marked difference from quantitative research, where the researcher is strictly outside of the phenomena being investigated. There is no beginning point of truth or any established assumptions from which the researcher can begin (Leedy and Ormrod, 2001). This empirical research is data collected from the senses and is used to explain phenomena relevant to social behaviors in new and emerging theories There are several different methods for conducting a qualitative research; however, Leedy and Ormrod (2001) recommend the following five: Case studies, grounded theory, ethnography, content analysis, and phenomenological. Creswell (2003) describes how these methods meet different needs 19

Case Study Creswell (2003) define case study as researcher explores in depth a program, an event, an activity, a process, or one or more individuals (p. 15). Leedy and Ormrod (2001) further require a case study to have a defined time frame. The case study can be either a single case or a case bounded by time and place (Creswell). Leedy and Ormrod (2001) state, case studies attempt to learn more about a little known or poorly understood situation (p.149). Creswell suggests the structure of a case study should be the problem, the context, the issues, and the lessons learned. The data collection for a case study is extensive and draws from multiple sources such as direct or participant observations, interviews, archival records or documents, physical artifacts, and audiovisual materials. The researcher must spend time on-site interacting with the people studied. The report would include lessons learned or patterns found that connect with theories. 20

Ethnography Study The ethnography differs from a case study. The case study studies a person, program, or event while ethnography studies an entire group that shares a common culture (Leedy & Ormrod, 2001). Creswell (2003) defines ethnographies, in which the researcher studies an intact cultural group in a natural setting over a prolonged period of time by collecting, primarily, observational data (p. 14). The focus is on everyday behaviors to identify norms, beliefs, social structures, and other factors. Ethnography studies usually try to understand the changes in the groups culture over time. As a result, findings may be limited to generalization in other topics or theories. 21

Grounded Theory Study Creswell (2003) defines grounded theory research as the researcher attempts to derive a general, abstract theory of a process, action, or interaction grounded in the views of participants in a study (p. 14). Leedy and Ormrod (2001) further clarifies that grounded theory research begins with data that develops into a theory. The term grounded provides the context of this method while the research requires that the theory must emerge from the data collected in the field rather than taken from the research literature (Leedy & Ormrod, 2001). Grounded theory has also been used primarily in the sociology discipline because this method examines peoples actions and interactions. Grounded theory research is the process of collecting data, analyzing the data, and repeating the process, which is the format called constant comparative method. The data can be obtained from several sources such as interviewing participants or witnesses, reviewing historical videotapes or records, observations while on-site. 22

Phenomenological Study The purpose of this study is to understand an experience from the participants point of view (Leedy & Ormrod, 2001, p. 157). The focus is on the participants perceptions of the event or situation and the study tries to answer the question of the experience. The difficulty of this study is that the researcher usually has some connection, experience, or stake in the situation so bracketing (setting aside all prejudgments) is required. The method for a phenomenological study is similar to that of grounded theory because interviews are conducted. The method of collecting data is through lengthy (1-2 hours) interviews in order to understand and interpret a participants perception on the meaning of an event. 23

Content Analysis Study Leedy and Ormrod (2001) define this method as a detailed and systematic examination of the contents of a particular body of materials for the purpose of identifying patterns, themes, or biases (p. 155). Content analysis review forms of human communication including books, newspapers, and films as well as other forms in order to identify patterns, themes, or biases. The method is designed to identify specific characteristics from the content in the human communications. The researcher is exploring verbal, visual, behavioral patterns, themes, or biases. The procedural process for the content analysis study is designed to achieve the highest objective analysis possible and involves identifying the body of material to be studied and defining the characteristics or qualities to be examined. The collection of data is a two-step process. First, the researcher must analyze the materials and put them in a frequency table as each characteristic or quality is mentioned. Second, the researcher must conduct a statistical analysis so that the results are reported in a quantitative format. 24

Научные исследования с применением смешанных методов исследования With the mixed methods approach to research, researchers incorporate methods of collecting or analyzing data from the quantitative and qualitative research approaches in a single research study (Creswell, 2003) Researchers collect or analyze not only numerical data, which is customary for quantitative research, but also narrative data, which is the norm for qualitative research in order to address the research question(s) defined for a particular research study. As an example, in order to collect a mixture of data, researchers might distribute a survey that contains closed-ended questions to collect the numerical, or quantitative, data and conduct an interview using open-ended questions to collect the narrative, or qualitative, data. The goal for researchers using the mixed methods approach to research is to draw from the strengths and minimize the weaknesses of the quantitative and qualitative research approaches (Johnson & Onwuegbuzie. Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26). 25

Практическое задание Подготовка заявки на целевой конкурс РГНФ поддержки молодежи 2012 года 26