Study Guide

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Material provided by the teacher
Hirsjärvi, Remes & Sajavaara 2016. Tutki ja kirjoita. Kirjayhtymä

Teaching methods

Contact teaching: Lectures and assignments

Student workload

53 h
- lectures and exercises in class,
- library exercises
- self-study

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Participating in the classes of the course, showing the knowledge and skills listed in the learning outcomes in class, by completing the required course assignments. Assignments 100 %

Assessment criteria, satisfactory (1)

The assignments have not been completed successfully.

Assessment criteria, good (3)

Understands the principles and key concepts of development and research, and is able to analyse information at a basic level. Can construct an adequate research plan at a basic level, on the basis of which development or research work can be carried out.

Assessment criteria, excellent (5)

Demonstrates an in-depth understanding and ability to apply theories and concepts. Can evaluate and critique information and present reasoned opinions. Can construct a research plan on the basis of which a development or research project can be carried out, showing a thorough understanding of the subject under consideration.

Assessment criteria, approved/failed

Demonstrates a deep and critical understanding of research theory and innovation in the application of theories. Also demonstrates excellent analytical and evaluative skills, combining depth and innovative independent thinking. Is able to construct a research plan on the basis of which a development or research project can be carried out, demonstrating a deep understanding of and innovation in the subject area under consideration.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Material provided by the teacher
Hirsjärvi, Remes & Sajavaara 2016. Tutki ja kirjoita. Kirjayhtymä

Teaching methods

Contact teaching: Lectures and assignments

Student workload

53 h
- lectures and exercises in class,
- library exercises
- self-study

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Participating in the classes of the course, showing the knowledge and skills listed in the learning outcomes in class, by completing the required course assignments. Assignments 100 %

Assessment criteria, satisfactory (1)

The assignments have not been completed successfully.

Assessment criteria, good (3)

Understands the principles and key concepts of development and research, and is able to analyse information at a basic level. Can construct an adequate research plan at a basic level, on the basis of which development or research work can be carried out.

Assessment criteria, excellent (5)

Demonstrates an in-depth understanding and ability to apply theories and concepts. Can evaluate and critique information and present reasoned opinions. Can construct a research plan on the basis of which a development or research project can be carried out, showing a thorough understanding of the subject under consideration.

Assessment criteria, approved/failed

Demonstrates a deep and critical understanding of research theory and innovation in the application of theories. Also demonstrates excellent analytical and evaluative skills, combining depth and innovative independent thinking. Is able to construct a research plan on the basis of which a development or research project can be carried out, demonstrating a deep understanding of and innovation in the subject area under consideration.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Material provided by the teacher
Hirsjärvi, Remes & Sajavaara 2016. Tutki ja kirjoita. Kirjayhtymä

Teaching methods

Contact teaching: Lectures and assignments

Student workload

53 h
- lectures and exercises in class,
- library exercises
- self-study

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Participating in the classes of the course, showing the knowledge and skills listed in the learning outcomes in class, by completing the required course assignments. Assignments 100 %

Assessment criteria, satisfactory (1)

The assignments have not been completed successfully.

Assessment criteria, good (3)

Understands the principles and key concepts of development and research, and is able to analyse information at a basic level. Can construct an adequate research plan at a basic level, on the basis of which development or research work can be carried out.

Assessment criteria, excellent (5)

Demonstrates an in-depth understanding and ability to apply theories and concepts. Can evaluate and critique information and present reasoned opinions. Can construct a research plan on the basis of which a development or research project can be carried out, showing a thorough understanding of the subject under consideration.

Assessment criteria, approved/failed

Demonstrates a deep and critical understanding of research theory and innovation in the application of theories. Also demonstrates excellent analytical and evaluative skills, combining depth and innovative independent thinking. Is able to construct a research plan on the basis of which a development or research project can be carried out, demonstrating a deep understanding of and innovation in the subject area under consideration.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Material provided by the teacher
Hirsjärvi, Remes & Sajavaara 2016. Tutki ja kirjoita. Kirjayhtymä

Teaching methods

Contact teaching: Lectures and assignments

Student workload

53 h
- lectures and exercises in class,
- library exercises
- self-study

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Participating in the classes of the course, showing the knowledge and skills listed in the learning outcomes in class, by completing the required course assignments. Assignments 100 %

Assessment criteria, satisfactory (1)

The assignments have not been completed successfully.

Assessment criteria, good (3)

Understands the principles and key concepts of development and research, and is able to analyse information at a basic level. Can construct an adequate research plan at a basic level, on the basis of which development or research work can be carried out.

Assessment criteria, excellent (5)

Demonstrates an in-depth understanding and ability to apply theories and concepts. Can evaluate and critique information and present reasoned opinions. Can construct a research plan on the basis of which a development or research project can be carried out, showing a thorough understanding of the subject under consideration.

Assessment criteria, approved/failed

Demonstrates a deep and critical understanding of research theory and innovation in the application of theories. Also demonstrates excellent analytical and evaluative skills, combining depth and innovative independent thinking. Is able to construct a research plan on the basis of which a development or research project can be carried out, demonstrating a deep understanding of and innovation in the subject area under consideration.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Material provided by the teacher
Hirsjärvi, Remes & Sajavaara 2016. Tutki ja kirjoita. Kirjayhtymä

Teaching methods

Contact teaching: Lectures and assignments

Student workload

53 h
- lectures and exercises in class,
- library exercises
- self-study

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Participating in the classes of the course, showing the knowledge and skills listed in the learning outcomes in class, by completing the required course assignments. Assignments 100 %

Assessment criteria, satisfactory (1)

The assignments have not been completed successfully.

Assessment criteria, good (3)

Understands the principles and key concepts of development and research, and is able to analyse information at a basic level. Can construct an adequate research plan at a basic level, on the basis of which development or research work can be carried out.

Assessment criteria, excellent (5)

Demonstrates an in-depth understanding and ability to apply theories and concepts. Can evaluate and critique information and present reasoned opinions. Can construct a research plan on the basis of which a development or research project can be carried out, showing a thorough understanding of the subject under consideration.

Assessment criteria, approved/failed

Demonstrates a deep and critical understanding of research theory and innovation in the application of theories. Also demonstrates excellent analytical and evaluative skills, combining depth and innovative independent thinking. Is able to construct a research plan on the basis of which a development or research project can be carried out, demonstrating a deep understanding of and innovation in the subject area under consideration.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Hirsjärvi, Remes & Sajavaara 2009. Tutki ja kirjoita. Kirjayhtymä

Kananen, J. (2008). Kvali: Kvalitatiivisen tutkimuksen teoria ja käytänteet. Jyväskylän ammattikorkeakoulu, liiketalous : Jyväskylän ammattikorkeakoulun kirjasto [jakaja].

Heikkilä, T. (2014). Tilastollinen tutkimus (9. uudistettu painos.). Edita.

Ojasalo, K., Moilanen, T., & Ritalahti, J. (2009). Kehittämistyön menetelmät: Uudenlaista osaamista liiketoimintaan. WSOYpro.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Material provided by the teacher
Hirsjärvi, Remes & Sajavaara 2016. Tutki ja kirjoita. Kirjayhtymä

Teaching methods

Contact teaching: Lectures and assignments

Student workload

53 h
- lectures and exercises in class,
- library exercises
- self-study

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Participating in the classes of the course, showing the knowledge and skills listed in the learning outcomes in class, by completing the required course assignments. Assignments 100 %

Assessment criteria, satisfactory (1)

The assignments have not been completed successfully.

Assessment criteria, good (3)

Understands the principles and key concepts of development and research, and is able to analyse information at a basic level. Can construct an adequate research plan at a basic level, on the basis of which development or research work can be carried out.

Assessment criteria, excellent (5)

Demonstrates an in-depth understanding and ability to apply theories and concepts. Can evaluate and critique information and present reasoned opinions. Can construct a research plan on the basis of which a development or research project can be carried out, showing a thorough understanding of the subject under consideration.

Assessment criteria, approved/failed

Demonstrates a deep and critical understanding of research theory and innovation in the application of theories. Also demonstrates excellent analytical and evaluative skills, combining depth and innovative independent thinking. Is able to construct a research plan on the basis of which a development or research project can be carried out, demonstrating a deep understanding of and innovation in the subject area under consideration.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Hirsjärvi, Remes & Sajavaara 2009. Tutki ja kirjoita. Kirjayhtymä

Kananen, J. (2008). Kvali: Kvalitatiivisen tutkimuksen teoria ja käytänteet. Jyväskylän ammattikorkeakoulu, liiketalous : Jyväskylän ammattikorkeakoulun kirjasto [jakaja].

Heikkilä, T. (2014). Tilastollinen tutkimus (9. uudistettu painos.). Edita.

Ojasalo, K., Moilanen, T., & Ritalahti, J. (2009). Kehittämistyön menetelmät: Uudenlaista osaamista liiketoimintaan. WSOYpro.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Hirsjärvi, Remes & Sajavaara 2009. Tutki ja kirjoita. Kirjayhtymä

Kananen, J. (2008). Kvali: Kvalitatiivisen tutkimuksen teoria ja käytänteet. Jyväskylän ammattikorkeakoulu, liiketalous : Jyväskylän ammattikorkeakoulun kirjasto [jakaja].

Heikkilä, T. (2014). Tilastollinen tutkimus (9. uudistettu painos.). Edita.

Ojasalo, K., Moilanen, T., & Ritalahti, J. (2009). Kehittämistyön menetelmät: Uudenlaista osaamista liiketoimintaan. WSOYpro.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Hirsjärvi, Remes & Sajavaara 2009. Tutki ja kirjoita. Kirjayhtymä

Kananen, J. (2008). Kvali: Kvalitatiivisen tutkimuksen teoria ja käytänteet. Jyväskylän ammattikorkeakoulu, liiketalous : Jyväskylän ammattikorkeakoulun kirjasto [jakaja].

Heikkilä, T. (2014). Tilastollinen tutkimus (9. uudistettu painos.). Edita.

Ojasalo, K., Moilanen, T., & Ritalahti, J. (2009). Kehittämistyön menetelmät: Uudenlaista osaamista liiketoimintaan. WSOYpro.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Network-materials in Moodle.

Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa

Teaching methods

Network course

Student workload

52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

The course is assessed on a pass-fail scale.
Evaluation of Students' work made in e-learning platform.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Hirsjärvi, Remes & Sajavaara 2009. Tutki ja kirjoita. Kirjayhtymä

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Exercises.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- contact lessons
- lectures
- reading and analysing research reports and articles in the student's own field
- independent work
- groupwork

Student workload

54 h

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- active participation

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Material provided by the teacher
Hirsjärvi, Remes & Sajavaara 2016. Tutki ja kirjoita. Kirjayhtymä

Teaching methods

Contact teaching: Lectures and assignments

Student workload

53 h
- lectures and exercises in class,
- library exercises
- self-study

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Participating in the classes of the course, showing the knowledge and skills listed in the learning outcomes in class, by completing the required course assignments. Assignments 100 %

Assessment criteria, satisfactory (1)

The assignments have not been completed successfully.

Assessment criteria, good (3)

Understands the principles and key concepts of development and research, and is able to analyse information at a basic level. Can construct an adequate research plan at a basic level, on the basis of which development or research work can be carried out.

Assessment criteria, excellent (5)

Demonstrates an in-depth understanding and ability to apply theories and concepts. Can evaluate and critique information and present reasoned opinions. Can construct a research plan on the basis of which a development or research project can be carried out, showing a thorough understanding of the subject under consideration.

Assessment criteria, approved/failed

Demonstrates a deep and critical understanding of research theory and innovation in the application of theories. Also demonstrates excellent analytical and evaluative skills, combining depth and innovative independent thinking. Is able to construct a research plan on the basis of which a development or research project can be carried out, demonstrating a deep understanding of and innovation in the subject area under consideration.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Hirsjärvi, Remes & Sajavaara 2009. Tutki ja kirjoita. Kirjayhtymä

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Network-materials in Moodle.

Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa

Teaching methods

Network course

Student workload

52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Evaluation of Students' work made in e-learning platform.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- reading and analysing research reports and articles in the student's own field
- independent work
- network

Student workload

55 hours of student work

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- examinations in Moodle

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Network-materials in Moodle.

Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa

Teaching methods

Network course

Student workload

52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Evaluation of Students' work made in e-learning platform.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- lectures
- reading and analysing research reports and articles in the student's own field
- independent work
- groupwork

Student workload

54 h

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- active participation

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Network-materials in Moodle.

Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa

Teaching methods

Network course

Student workload

52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Evaluation of Students' work made in e-learning platform.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Network-materials in Moodle.

Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa

Teaching methods

Network course

Student workload

52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Evaluation of Students' work made in e-learning platform.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- SeUAS Thesis guidelines
- SeUAS Instructions for written work
- material provided by the teacher

Teaching methods

Exercises in Moodle and lessons

Student workload

54 h, of which independent studying 46 h

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate his/her competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Exercises.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, Remes & Sajavaara 2009. Tutki ja kirjoita. Kirjayhtymä
- Tutkimus hoitotieteessä, 2017, https://www.ellibslibrary.com/book/978-952-63-0148-8
- Laadullinen tutkimus ja sisällönanalyysi, 2017, https://www.ellibslibrary.com/book/9789520400118
- Tilastollinen tutkimus, 2014, https://www.ellibslibrary.com/book/978-951-37-6495-1
- Tutkiva hoitotyö -julkaisuartikkelit-

Teaching methods

- Theory lectures and research methods practices

Student workload

-27h/ECT

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- Evaluation: passed /failed, according to qurriculum

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

-

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Material provided by the teacher

Teaching methods

Contact teaching: Lectures and assignments

Student workload

53 h
- lectures and exercises in class,
- library exercises
- self-study

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Participating in the classes of the course, showing the knowledge and skills listed in the learning outcomes in class, by completing the required course assignments. Assignments 100 %

Assessment criteria, satisfactory (1)

The assignments have not been completed successfully.

Assessment criteria, good (3)

The assignments have been completed, but the student has not understood the terminology.

Assessment criteria, excellent (5)

The assignments have been completed successfully and the student has understood the terminology.

Assessment criteria, approved/failed

The assignments have been completed successfully and show excellent knowledge of the subject and terminolgy.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Material provided by the teacher

Teaching methods

Contact teaching: Lectures and assignments

Student workload

53 h
- lectures and exercises in class,
- library exercises
- self-study

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Participating in the classes of the course, showing the knowledge and skills listed in the learning outcomes in class, by completing the required course assignments. Assignments 100 %

Assessment criteria, satisfactory (1)

The assignments have not been completed successfully.

Assessment criteria, good (3)

The assignments have been completed, but the student has not understood the terminology.

Assessment criteria, excellent (5)

The assignments have been completed successfully and the student has understood the terminology.

Assessment criteria, approved/failed

The assignments have been completed successfully and show excellent knowledge of the subject and terminolgy.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- SeUAS Thesis guidelines
- SeUAS Instructions for written work
- material provided by the teacher

Teaching methods

Exercises in Moodle and lessons

Content scheduling

54 h,
independent studying 48h

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate his/her competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- reading and analysing research reports and articles in the student's own field
- independent work
- network

Student workload

55 hours of student work

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- examinations in Moodle

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- reading and analysing research reports and articles in the student's own field
- independent work
- network

Student workload

55 hours of student work

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- examinations in Moodle

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- reading and analysing research reports and articles in the student's own field
- independent work
- network

Student workload

55 hours of student work

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- examinations in Moodle

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- reading and analysing research reports and articles in the student's own field
- independent work
- network

Student workload

55 hours of student work

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- examinations in Moodle

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

-

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- reading and analysing research reports and articles in the student's own field
- independent work
- network

Student workload

55 hours of student work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- examinations in Moodle

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Network-materials in Moodle.

Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa

Teaching methods

Network course

Student workload

52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Evaluation of Students' work made in e-learning platform.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Exercises.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Exercises.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- lectures
- reading and analysing research reports and articles in the student's own field
- independent work
- groupwork

Student workload

54 h

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- active participation

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

-

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- lectures
- reading and analysing research reports and articles in the student's own field
- independent work
- groupwork

Student workload

54 h

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- active participation

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Network-materials in Moodle.
Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa

Student workload

52 hours of student work, of which 1 hours course onlineorientation -lesson and 51 hours independent work.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Network-materials in Moodle.
Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa

Teaching methods

Network course.

Student workload

52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.

Content scheduling

Orientation in the beginning of course, 2 hours.
Independent work in the Moodle for two-week periods.

Further information

The Students must remain on schedule. Two weeks assignments are returned to the Moodle before the next assignments are opened.
If student doesn´t remain on schedule, he/she will be removed from the course.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Evaluation of Students' work made in e-learning platform.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- SeUAS Thesis guidelines
- SeUAS Instructions for written work
- material provided by the teacher

Teaching methods

Exercises in Moodle and lessons

Content scheduling

54 h,
independent studying 48h

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate his/her competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- reading and analysing research reports and articles in the student's own field
- independent work
- network

Student workload

55 hours of student work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- examinations in Moodle

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Network-materials in Moodle.
Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Vilkka Hanna. Tutki ja mittaa.

Teaching methods

Network course.

Student workload

52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.

Content scheduling

Orientation in the beginning of course, 2 hours.
Independent work in the Moodle for two-week periods.

Further information

The Students must remain on schedule. Two weeks assignments are returned to the Moodle before the next assignments are opened.
If student doesn´t remain on schedule, he/she will be removed from the course.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Evaluation of Students' work made in e-learning platform.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- reading and analysing research reports and articles in the student's own field
- independent work
- network

Student workload

55 hours of student work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- examinations in Moodle

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- lectures
- reading and analysing research reports and articles in the student's own field
- independent work
- groupwork

Student workload

54 h

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

written learning assignments

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- SeUAS Thesis guidelines
- SeUAS Instructions for written work
- material provided by the teacher

Teaching methods

Exercises in Moodle and lessons

Student workload

54 h, of which independent studying 48 h

realization.localizedApproveRejectDescription

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate his/her competencies.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate his/her competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Network-materials in Moodle.
Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa

Teaching methods

Network course.

Student workload

52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.

Content scheduling

Orientation in the beginning of course, 2 hours.
Independent work in the Moodle for two-week periods.

Further information

The Students must remain on schedule. Two weeks assignments are returned to the Moodle before the next assignments are opened.
If student doesn´t remain on schedule, he/she will be removed from the course.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Evaluation of Students' work made in e-learning platform.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Material provided by the teacher

Teaching methods

Lectures and assignments

Student workload

53 h
- lectures and exercises in class,
- library exercises
- self-study

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Participating in the classes of the course, showing the knowledge and skills listed in the learning outcomes in class, by completing the required course assignments

Assessment criteria, satisfactory (1)

The assignments have not been completed successfully.

Assessment criteria, good (3)

The assignments have been completed, but the student has not understood the terminology.

Assessment criteria, excellent (5)

The assignments have been completed successfully and the student has understood the terminology.

Assessment criteria, approved/failed

The assignments have been completed successfully and show excellent knowledge of the subject and terminolgy.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Material provided by the teacher

Teaching methods

Lectures and assignments

Student workload

53 h
- lectures and exercises in class,
- library exercises
- self-study

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Participating in the classes of the course, showing the knowledge and skills listed in the learning outcomes in class, by completing the required course assignments

Assessment criteria, satisfactory (1)

The assignments have not been completed successfully.

Assessment criteria, good (3)

The assignments have been completed, but the student has not understood the terminology.

Assessment criteria, excellent (5)

The assignments have been completed successfully and the student has understood the terminology.

Assessment criteria, approved/failed

The assignments have been completed successfully and show excellent knowledge of the subject and terminolgy.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- reading and analysing research reports and articles in the student's own field
- independent work
- network

Student workload

55 hours of student work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- examinations in Moodle

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Network-materials in Moodle.
Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa

Teaching methods

Network course.

Student workload

52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.

Content scheduling

Orientation in the beginning of course, 2 hours.
Independent work in the Moodle for two-week periods.

Further information

The Students must remain on schedule. Two weeks assignments are returned to the Moodle before the next assignments are opened.
If student doesn´t remain on schedule, he/she will be removed from the course.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Evaluation of Students' work made in e-learning platform.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- SeUAS Thesis guidelines
- SeUAS Instructions for written work
- material provided by the teacher

Teaching methods

Exercises in Moodle and lessons

Content scheduling

54 h,
independent studying 48h

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate his/her competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- reading and analysing research reports and articles in the student's own field
- independent work
- network

Student workload

55 hours of student work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- examinations in Moodle

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- reading and analysing research reports and articles in the student's own field
- independent work
- network

Student workload

55 hours of student work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- examinations in Moodle

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- reading and analysing research reports and articles in the student's own field
- independent work
- network

Student workload

55 hours of student work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- examinations in Moodle

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- lectures
- reading and analysing research reports and articles in the student's own field
- independent work
- groupwork

Student workload

54 h

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

written learning assignments

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- lectures
- reading and analysing research reports and articles in the student's own field
- independent work
- groupwork

Student workload

54 h

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- active participation

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Network-materials in Moodle.
Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa

Teaching methods

Network course.

Student workload

52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.

Content scheduling

Orientation in the beginning of course, 2 hours.
Independent work in the Moodle for two-week periods.

Further information

The Students must remain on schedule. Two weeks assignments are returned to the Moodle before the next assignments are opened.
If student doesn´t remain on schedule, he/she will be removed from the course.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Evaluation of Students' work made in e-learning platform.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Network-materials in Moodle.
Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa

Teaching methods

Network course.

Student workload

52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.

Content scheduling

Orientation in the beginning of course, 2 hours.
Independent work in the Moodle for two-week periods.

Further information

The Students must remain on schedule. Two weeks assignments are returned to the Moodle before the next assignments are opened.
If student doesn´t remain on schedule, he/she will be removed from the course.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Evaluation of Students' work made in e-learning platform.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Material provided by the teacher

Teaching methods

Lectures and assignments

Student workload

53 h
- lectures and exercises in class,
- library exercises
- self-study

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment criteria, satisfactory (1)

The assignments have not been completed successfully.

Assessment criteria, good (3)

The assignments have been completed, but the student has not understood the terminology.

Assessment criteria, excellent (5)

The assignments have been completed successfully and the student has understood the terminology.

Assessment criteria, approved/failed

The assignments have been completed successfully and show excellent knowledge of the subject and terminolgy.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- SeUAS Thesis guidelines
- SeUAS Instructions for written work
- material provided by the teacher

Teaching methods

Exercises in Moodle and lessons

Exam schedules

Will be announced in the beginning of the course

Student workload

54 h,
of which independent studying 48 h

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate his/her competencies.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Network-materials in Moodle.
Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.

Teaching methods

Network course.

Student workload

52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.

Content scheduling

Orientation in the beginning of course, 2 hours.
Independent work in the Moodle for two-week periods.

Further information

The Students must remain on schedule. Two weeks assignments are returned to the Moodle before the next assignments are opened.
If student doesn´t remain on schedule, he/she will be removed from the course.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Evaluation of Students' work made in e-learning platform.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- reading and analysing research reports and articles in the student's own field
- independent work
- network

Student workload

55 hours of student work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- examinations in Moodle

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

- Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009. Tutki ja kirjoita. 15th edition. Helsinki: Tammi.
- material provided by the teacher

Teaching methods

- reading and analysing research reports and articles in the student's own field
- independent work
- network

Student workload

55 hours of student work

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

- written learning assignments
- examinations in Moodle

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials

Network-materials in Moodle.
Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa

Teaching methods

Network course.

Student workload

52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.

Content scheduling

Orientation in the beginning of course, 2 hours.
Independent work in the Moodle for two-week periods.

Further information

The Students must remain on schedule. Two weeks assignments are returned to the Moodle before the next assignments are opened.
If student doesn´t remain on schedule, he/she will be removed from the course.

Evaluation scale

Passed/failed

Assessment criteria, satisfactory (1)

x

Assessment criteria, approved/failed

- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.

Assessment methods and criteria

Evaluation of Students' work made in e-learning platform.

Qualifications

No prerequisites

Objective

The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics

Content

- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work

Materials