實驗設計
Experimental Design
| 節 | 週四 |
|---|---|
5 13:20–14:10 | 實驗設計 HA107（光復） 3 節連堂 |
6 14:20–15:10 | |
7 15:30–16:20 |
* 根據陽明交大上課時間表所列
The main purpose of this course is to provide students with a broad introduction to the fundamentals of experimental design. Its focus is on the methodological and design issues in planning an experiment rather than on analyzing data. Students will learn how to identify problems to study, develop hypotheses and research questions, check for the validity and reliability of studies, and design research projects. Students will also have hands-on experience in planning and conducting a mini-experiment.
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無備註
Lectures Classroom and small-group discussions Mini-experiment
Class attendance and participation (20%) Online quizzes (10%) Mini-experiment (40%) Critique / experimental design paper (30%)
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| 週次 | 主題 |
|---|---|
| 第 1 週 | Course introduction 9/12 |
| 第 2 週 | Why experiments need to be designed; The scientific method 9/19 |
| 第 3 週 | Starting with your research question and hypothesis; Mini-experiment (1): Planning & design 9/26 |
| 第 4 週 | Mini-experiment (1): Data collection 10/3 |
| 第 5 週 | Holiday 10/10 |
| 第 6 週 | Mini-experiment (1): Reflections & feedback; Pitfalls in design: understanding between-individual variations 10/17 |
| 第 7 週 | Pitfalls in design: understanding between-individual variations (cont'd) 10/24 |
| 第 8 週 | Pitfalls in design: understanding within-individual variations 10/31 |
| 第 9 週 | Mid-term exam week 11/7 |
| 第 10 週 | Pitfalls in design: understanding causation vs correlation 11/14 |
| 第 11 週 | Pitfalls in design: Measurement and data collection 11/21 |
| 第 12 週 | Pitfalls in design: researcher degrees of freedom; Mini-experiment (2): Planning & design 11/28 |
| 第 13 週 | Mini-experiment (2): Data collection 12/5 |
| 第 14 週 | Mini-experiment (2): Reflections & feedback; Pitfalls in design: understanding ethics 12/12 |
| 第 15 週 | Critique of the experimental design of a published study 12/19 |
| 第 16 週 | Critique of the experimental design of a published study 12/26 |
| 第 17 週 | Oral presentations (critique / experimental design paper) 1/2 |
| 第 18 週 | Final exam week 1/9 |
Required reading: O′Leary, Z. (2017). The essential guide to doing your research project (3rd ed.). London: SAGE Publications. Ruxton, G. D., & Colegrave, N. (2006). Experimental design for the life sciences (2nd ed.). Oxford: Oxford University Press. Simmons, J. P., Nelson, L. D., & Simonsohn, U. (2011). False-positive psychology: Undisclosed flexibility in data collection and analysis allows presenting anything as significant. Psychological Science, 22(11), 1359-1366. VanderStoep, S. W., & Johnson, D. D. (2009). Research methods for everyday life: Blending qualitative and quantitative approaches. San Francisco: Jossey-Bass. Wicherts, J. M., Veldkamp, C. L., Augusteijn, H. E., Bakker, M., Van Aert, R., & Van Assen, M. A. (2016). Degrees of freedom in planning, running, analyzing, and reporting psychological studies: A checklist to avoid p-hacking. Frontiers in Psychology, 7, 1832. Further reading: Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Belmont, CA : Wadsworth Cengage Learning. Arthur, J., Waring, M., Coe, R., & Hedges, L.V. (2012). Research Methods and Methodologies in Education. London: SAGE Publications. Stanovich, P.J., & Stanovich, K.E. (2003). Using research and reason in education: How teachers can use scientifically based research to make curricular & instructional decisions. Washington, DC: The Partnership for Reading Project.
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