Scientific Perspectives and Research Design, 7.5 Credits

Contents

The course deals with scientific methodological approaches in psychology from different scientific perspectives and with different research designs, which is conducted by integrating theory, seminar discussions and practical exercises. The course includes (i) in-depth elaboration of basic scientific concepts, (ii) different perspectives regarding philosophy of science, history of psychology and research ethics, and (iii) research design for experimental, quasi-experimental, correlational, qualitative and epidemiological studies. Depending on the student's educational program, one of two separate tracks is followed: a cognitive science or a health psychology.

Expected learning outcomes

After completing the course the student shall show:
 
Knowledge and understanding

• show basic knowledge of what plagiarism is and how it can be avoided
• in-depth methodological understanding for psychology regarding scientific perspectives and research designs,
• extensive knowledge regarding scientific basic concepts,
• broad understanding for different perspectives within philosophy of science and for different schools within academic psychology throughout history,

Skills and ability

• critical and creative ability to design studies of experimental, quasi-experimental, correlational, qualitative and epidemiological character,
• ability to communicate in English within the scientific field to which the course relates, 

Evaluation ability and approach

• in-depth comprehension in research ethical principles, and be able to apply this on one's own field of knowledge by identifying and evaluating relevant critical ethical aspects.

Required Knowledge

Univ: 90 credits (Higher Education Credits/ hp) in any subject.

Proficiency in English equivalent to Swedish Upper Secondary course English A/6.
Where the language of instruction is Swedish, applicants must prove proficiency in Swedish to the level required for basic eligibility for higher studies.

Form of instruction

The teaching forms include lectures, seminars, and practical exercises under supervision.
 
The right to receive teaching and supervision applies only during the time the course, for which the student is registered to, is ongoing. The course is given in English.

Examination modes

The examination includes a web-based individual examination, a written home examination, written examination in group or individual depending on the assignment and oral presentations at seminars

The grading scale for written examinations includes failed, passed, and passed with distinction, and for practical exercises, the web-based examination, and oral presentations the grading scale includes failed and passed. Examining elements are indicated in the schedule. All existing teaching within the course can be subject for examination. Decisions on any deviations from the current form of assessment will be made by concerned Director of studies.

Grade for the course / each module of the course will be assigned when the written test / tests and all mandatory elements are approved. The possible grades are 'Pass with distinction',' Pass' or 'Fail'. Students are entitled to rewrite the same examination five or two times (at least twice in the case of practice or clinical teaching or equivalent). Students who do not pass the regular examination should be provided an opportunity for further examination according to the University's "Regulations for tests and examinations at the undergraduate and graduate levels." A student who has failed two tests for a course or a part of a course, is entitled to have another examiner appointed, unless there are specific reasons against it (HF 6 Chap. 22 §). Requests for new examiners are made to the head of the department of Psychology. Students have the right to be tested on the same curriculum as the regular examination at least two occasions up to two years after the first registration.

Deviations from the form of examination in the syllabus can be made for a student who has pedagogical support due to disabilities. Individual adjustments of the examination form is determined based on the student's needs. The examination form is adjusted within the framework of the expected learning outcomes of the syllabus. After a request from the student the study counselor shall, in consultation with the course coordinator and examiner, promptly decide on the adjusted form of examination. The decision is then to be announced to the student.

Other regulations

Before the course starts, we expect the student to have knowledge within scientific method and design, corresponding for example Graziano, A. M., och Raulin, M. (5th ed.) (2003). Research Methods: A Process of Inquiry. New York: Addison Wesley Longman.