From ef68d6a2e338c648fc2b8884e1b253961da2a5e5 Mon Sep 17 00:00:00 2001
From: karl <karl.kirchner@h-brs.de>
Date: Mon, 24 Oct 2022 18:35:10 +0200
Subject: [PATCH] added self assessment
---
literatur.bib | 47 +++++++++++-
thesis_english.tex | 187 +++++++++++++++++++++++----------------------
2 files changed, 139 insertions(+), 95 deletions(-)
diff --git a/literatur.bib b/literatur.bib
index 90c632e..b4346d6 100644
--- a/literatur.bib
+++ b/literatur.bib
@@ -1,5 +1,4 @@
-% This file was created with JabRef 2.10.
-% Encoding: ISO8859_1
+% Encoding: ISO-8859-1
@Book{Becker2008,
@@ -143,3 +142,47 @@
Url = {https://www.sublimetext.com}
}
+@Misc{Feldt2010,
+ author = {Robert Feldt},
+ title = {Checklist for choice of thesis topic},
+ howpublished = {\url{http://www.robertfeldt.net/advice/guide\_to\_creating\_research\_questions.pdf}},
+ month = {February},
+ year = {2010},
+ owner = {karl},
+ timestamp = {2017.04.05},
+}
+
+@Article{ChinO2008,
+ author = {Chin, Christine and Osborne, Jonathan},
+ title = {Students' questions: a potential resource for teaching and learning science},
+ journal = {Studies in Science Education},
+ year = {2008},
+ volume = {44},
+ number = {1},
+ pages = {1-39},
+ doi = {10.1080/03057260701828101},
+ eprint = {http://dx.doi.org/10.1080/03057260701828101},
+ url = {http://dx.doi.org/10.1080/03057260701828101},
+}
+
+@Article{Antonsson1987,
+ author = {Antonsson, Erik K},
+ title = {Development and testing of hypotheses in engineering design research},
+ journal = {Journal of Mechanisms, Transmissions, and Automation in Design},
+ year = {1987},
+ volume = {109},
+ number = {2},
+ pages = {153--154},
+ publisher = {American Society of Mechanical Engineers},
+}
+
+@Misc{Goel2012,
+ author = {Sanjay Goel},
+ title = {{Research Method for Engineering Research Students -- Part II: A Checklist for Reflective Self-assessment of the Research Work}},
+ howpublished = {\url{https://goelsan.wordpress.com/2012/04/15/research-method-for-engineering-research-students-part-II-a-checklist-for-reflective-self-assessment-of-the-research-work/}},
+ month = {April 15},
+ year = {2012},
+ note = {Accessed: 2016-11-20},
+}
+
+@Comment{jabref-meta: databaseType:bibtex;}
diff --git a/thesis_english.tex b/thesis_english.tex
index cd54915..3b41067 100644
--- a/thesis_english.tex
+++ b/thesis_english.tex
@@ -146,58 +146,41 @@ Understanding and presenting the state-of-the-art is crucial to the quality of y
The state-of-the-art cites lots of literature, with short written summaries that places the literature into context of your thesis. The literature cited should mostly be peer-reviewed papers, with other sources also allowed (e.g. preprints, websites) if deemed important and trustworthy. The state-of-the-art is written in the past tense.\\
\subsection{Research Questions vs. Hypothesis}
-The thesis work should be centered around a research question, or if the area is already quite advanced then a hypothesis.
-
-\begin{itemize}
- \item Research Questions: allow for a wide variety of outcomes
- \item Research Hypothesis: usually allows for a narrow set of outcomes
-\end{itemize}
-
-A well formulated question or hypothesis will \textbf{greatly help you focus} your efforts during your thesis, and \textbf{provide a clear direction} for writing your thesis.
+The thesis should be centered around a research question, or a hypothesis if the area is already very advanced. A research question is easier to create since it allows for a wide variety of outcomes, while a hypothesis usually allows only a narrow outcome. A \textbf{well formulated question or hypothesis} will \textbf{greatly help you focus} your efforts during your thesis, and \textbf{provide a clear direction} for writing your thesis.
\subsubsection{Research Question}
-A research question
-\begin{itemize}
- \item is used when little work (knowledge) exists or
- \item is used when there is a contradiction within the literature
- \item does not state how variables will be related (correlated)
- \item is \textbf{inquisitive} in nature
-\end{itemize}
-
-\noindent \textbf{Example}: \textcolor{HBRS}{``What effect does being able to read English well have on a student's grade?''}\\
+A research question can be created a) when little work (i.e. knowledge) exists, or when there is a contradiction within the literature. It does not state how variables (features) will be related (i.e. correlated) to each other.\\
-\noindent Ultimately, the research question should %\cite{ChinO2008}
+\noindent Ultimately, the research question should \cite{ChinO2008}
\begin{itemize}
- \item be built upon some level of existing knowledge
- \item generate new knowledge
- \item be exploratory
- \item have initial predictions
- \item generate new questions
- \item generate new solutions
+ \item be built upon some level of existing knowledge,
+ \item generate new knowledge,
+ \item be exploratory,
+ \item have initial predictions,
+ \item generate new questions,
+ \item generate new solutions, and
\item initiate a process for future hypothesizing
\end{itemize}
-\paragraph{Types of research questions}\mbox{}
+\paragraph{Research Question Types and Examples}\mbox{}
\begin{itemize}
- \item \textbf{Factual} - look for causal relationships and describe them\\
- (e.g. \textcolor{HBRS}{``Which fuel additive results in the most horsepower?''})
- \item \textbf{Comparative} - these identify at least two alternatives to a situation and compare them with what actual happens\\
- (e.g. \textcolor{HBRS}{``Does bioethanol produce less greenhouse gas than diesel?''})
- \item \textbf{Predictive} - constructing ``scenarios'' of how something might occur\\
- (e.g. \textcolor{HBRS}{``Will molecule X be a strong protein binder?''})
- \item \textbf{Problem solving} - propose solutions to existing problems\\
- (e.g. \textcolor{HBRS}{``Does the use of a cover reduce evaporation from swimming pools?''})
- \item \textbf{Paradoxical} - explore an apparently contradictory situation to make a suggestion for resolving the contradiction\\
- (e.g. \textcolor{HBRS}{``How can we fertilize crops without creating algal blooms?''})
- \item \textbf{Relationship} - if (and how) things are related to one another\\
- (e.g. \textcolor{HBRS}{``Are X and Y related?''}, \textcolor{HBRS}{``What is correlated with X?''}, and\textcolor{HBRS}{\\``What causes X?''})
- \item \textbf{Causality} - pushing the correlation concept further\\
- (e.g. \textcolor{HBRS}{``Does X cause more Y under one condition than another?''})
- \item \textbf{Solution Creation and/or Refinement} - propose a solution to an existing problem\\
- (e.g. \textcolor{HBRS}{``What is an effective way to achieve X?''} and\\\textcolor{HBRS}{``Can we improve upon the way X is done?''})
+ \item \textbf{Factual} - look for causal relationships and describe them\\
+ e.g. \textcolor{HBRS}{``Which fuel additive results in the most horsepower?''}
+ \item \textbf{Comparative} - these identify at least two alternatives to a situation and compare them with what actual happens\\
+ e.g. \textcolor{HBRS}{``Does bioethanol produce less greenhouse gas than diesel?''}
+ \item \textbf{Predictive} - constructing ``scenarios'' of how something might occur\\
+ e.g. \textcolor{HBRS}{``Will molecule X be a strong protein binder?''}
+ \item \textbf{Problem solving} - propose solutions to existing problems\\
+ e.g. \textcolor{HBRS}{``Does the use of a cover reduce evaporation from swimming pools?''}
+ \item \textbf{Paradoxical} - explore an apparently contradictory situation to make a suggestion for resolving the contradiction\\
+ e.g. \textcolor{HBRS}{``How can we fertilize crops without creating algal blooms?''}
+ \item \textbf{Relationship} - if (and how) things are related to one another\\
+ e.g. \textcolor{HBRS}{``Are X and Y related?''}, \textcolor{HBRS}{``What is correlated with X?''}, and\textcolor{HBRS}{\\``What causes X?''}
+ \item \textbf{Causality} - pushing the correlation concept further\\
+ e.g. \textcolor{HBRS}{``Does X cause more Y under one condition than another?''}
+ \item \textbf{Solution Creation and/or Refinement} - propose a solution to an existing problem\\
+ e.g. \textcolor{HBRS}{``What is an effective way to achieve X?''} and \textcolor{HBRS}{``Can we improve upon the way X is done?''}
\end{itemize}
-% {\credit{Adapted from \url{https://www.scribd.com/document/358783254/Researchable-questions-and-Right-Answers-Activity}}} %\bibentry{Univ_Queensland_research_question
-% \cite{Feldt2010}}
\paragraph{Examples and how to improve}\mbox{}
\begin{itemize}
@@ -207,67 +190,33 @@ A research question
\item Too objective: \textcolor{HBRS}{``How much time do young children spend doing physical activity per day?''} (What is the data going to say?)
\item More subjective: \textcolor{HBRS}{``What is the relationship between physical activity levels and childhood obesity?''} (Correlation)
\end{itemize}
-% {\credit{Adapted from https://cirt.gcu.edu/research/developmentresources/tutorials/question}}
+
+See also \url{https://cirt.gcu.edu/research/developmentresources/tutorials/question} for additional example of improving research questions.
\subsubsection{Hypothesis}
-A hypothesis
-\begin{itemize}
- \item is used when a large body of work already exists
- \item usually makes a \textbf{prediction} of the relationship between two variables
- \item are considered to be more precise than a research question
-\end{itemize}
+A hypothesis is used when a large body of work already exists. It is formed you want to a) makes a \textbf{prediction} of the relationship between two variables, or b) proposed an explanation for an observation (i.e. a phenomenon). Consequently, a hypothesis provides a bridge between \textit{theory}, \textit{observables} and \textit{practice}. It is formulated as a statement, not a question.
-\noindent \textbf{Example}: ``Reading English is positively correlated with a student's grade.''
-\bigskip
-\noindent Hypothesis:
+\paragraph{Hypothesis Examples \cite{Antonsson1987}}\mbox{}
\begin{itemize}
- \item A proposed explanation for a phenomenon.
- \item It is considered more ``scientific'' (i.e. it must be testable)
- \item Must be a statement
- \item Provides a bridge between \textit{theory}, \textit{observables} and \textit{practice}
- \begin{itemize}
- \item How variables (theory) affect (i.e. influences) an observable
- \item Perform experiments that test the theory (practice)
- \end{itemize}
+ \item Not good: \textcolor{HBRS}{``Device X will perform better than all other devices.''}
+ \item Not good: \textcolor{HBRS}{``Device X will help to discover the reason for Y.''}
+ \item Better: \textcolor{HBRS}{``Device X, in the process of Y, will help doctors perform Z more efficiently and with higher success rates than M.''}
+ \item Good: \textcolor{HBRS}{``A robotic hand can be designed and fabricated that will mimic the natural hand with sufficient accuracy to perform more delicate error-free surgeries.''}
\end{itemize}
-\paragraph{Hypothesis examples}\mbox{}
-\begin{description}
- \item [\textbf{\textcolor{HBRS}{Not too good}}] Device X will perform better than all other devices.
- \item [\textbf{\textcolor{HBRS}{Not too good}}] Device X will help to discover some underlying aspect of something.
- \item [\textbf{\textcolor{HBRS}{Better}}] Device X in the process of Y will help doctors perform Z more rapidly, with higher success rates than M.
- \item [\textbf{\textcolor{HBRS}{Good}}] A robotic hand can be designed and fabricated that will mimic the natural hand with sufficient accuracy to perform more delicate error-free surgeries.
-\end{description}
-% {\credit{\bibentry{Antonsson1987}}}
-
-
-\paragraph{Hypothesis example - improving it}\mbox{}
-\begin{description}
- \item [\textbf{\textcolor{HBRS}{Poor}}] ``Water levels affect the amount of lice suffered by rainbow trout.''
- \begin{itemize}
- \item No guidance towards how to design the research \vfill
- \end{itemize}
-
- \item [\textbf{\textcolor{HBRS}{Better}}] ``Rainbow trout suffer more lice when water levels are low.''
- \begin{itemize}
- \item Some direction, but not really testable \vfill
- \end{itemize}
-
- \item [\textbf{\textcolor{HBRS}{Best}}] ``Rainbow trout suffer more lice in low water conditions because there is less oxygen in the water.''
- \begin{itemize}
- \item Established variables that are testable
- \end{itemize}
-\end{description}
-% {\credit{https://explorable.com/how-to-write-a-hypothesis}}
+\paragraph{An Example for Improving a Hypothesis}\mbox{}
+\begin{itemize}
+ \item Poor - no guidance towards how to design the research: \textcolor{HBRS}{``Water levels affect the amount of lice suffered by rainbow trout.''}
+ \item Better - some direction, but not really testable: \textcolor{HBRS}{``Rainbow trout suffer more lice when water levels are low.''}
+ \item Best - establishes variables that are testable: \textcolor{HBRS}{``Rainbow trout suffer more lice in low water conditions because there is less oxygen in the water.''}
+\end{itemize}
+Source of examples: \url{https://explorable.com/how-to-write-a-hypothesis}.
-\bigskip
-\par\noindent\rule{\textwidth}{1.2pt}
-% Below are some helpful examples for you to refer to
-\paragraph{Examples for Citations}\mbox{}\\
+\subsection{Citations Examples}
%% Indirect and short direct quotations.
A sentence with one citation \citep{sublime}. An example of a sentence with two citations \citep{Jones2013, MilaniSRCL2009}. This is how one would cite a reference with its page numbers \citep[pp. 35-40]{Becker2008}. This is an example with reference number and chapter \citep[Chap.~2]{R-base}. One can also refer the reader to more information \citep[see][]{Smith2016}. ``This is a quoate example'' \citep{Jones2013b}. A block quote can be given in the following manner:
@@ -611,6 +560,58 @@ In this section you can add additional information, helpful scripts/code, tables
% \chapter{Appendix Topic B Title} %% Use if needed
+\section{Self-Assessment}
+When you are done with your initial version of each section, perform a self-assessment of your work \cite{Goel2012}.
+
+\paragraph{Reflecting Upon Your Research Question / Hypothesis (Introduction)}\mbox{}
+\begin{enumerate}
+ \item What problem did you try to solve?
+ \item Why is this problem significant and relevant in a larger context?
+ \item Have you checked the feasibility of success?
+ \item Have you considered the current state-of-the-art?
+ \item Have you surveyed and critiqued existing solution to this problem?
+\end{enumerate}
+
+\paragraph{Reflecting Upon Your Methodology}\mbox{}
+\begin{enumerate}
+ \item Is the methodology state-of-the-art techniques, or used older techniques applied in a novel way?
+ \item What is the justification behind the workflow's design?
+ \item Is the workflow describe enough to be reproduced from scratch?
+\end{enumerate}
+
+\paragraph{Reflecting Upon Your Results}\mbox{}
+\begin{enumerate}
+ \item What are the main results?
+ \item How reliable are the results? Have you validated your results and claims?
+ \item Are the data results statistically valid, and thus being able to make trustworthy interpretations?
+ \item Analytically: Have you checked the theoretical consistency?
+ \item Have you considered the data that does not support your interpretations?
+\end{enumerate}
+
+\paragraph{Reflecting Upon Your Discussion and Conclusion}\mbox{}
+\begin{enumerate}
+ \item What assumptions were made in the study, and consequently sources of error might there be?
+ \item What were the main challenges?
+ \item How did you address these challenges?
+ \item How does the data and their interpretations compare to existing data and approaches (e.g. peer-reviewed papers)?
+ \item In what way is your solution approach is better than other existing approaches?
+ \item Have you considered contradictory theories, if any?
+ \item What mistakes did you make with respect to your research method?
+ \item If you were to start again, how would you modify the method?
+ \item What would be the next steps for future research as extension of (or improving) your thesis research?
+\end{enumerate}
+
+\paragraph{Reflecting Upon Your Overall Writing}\mbox{}
+\begin{enumerate}
+ \item Are existing knowledge and ideas been fully and clearly cited and thus, avoiding intellectual plagiarism?
+ \item Is research question/hypothesis clearly stated?
+ \item Is the overall thesis and each part structured, presented, and interlinked properly?
+ \item Do all figures and tables have captions?
+ \item Does the thesis/report title and abstract convey the essence of problem and solution approach?
+ \item Have the work been carefully checked for spelling, grammar and punctuation mistakes?
+ \item Are the references consistently and correctly formatted?
+\end{enumerate}
+
\end{appendix}
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