Scientific Methods, Research Designs, and Researchable Questions.Your assignments for this unit are to select three subjects of interest to you and then pose each of them in three different ways of questioning as follows:

Scientific Methods, Research Designs, and Researchable Questions.Your assignments for this unit are to select three subjects of interest to you and then pose each of them in three different ways of questioning as follows:

READING ASSIGNMENT
Fraenkel & Wallen Text: Chapters 1 and 2
WRITTEN ASSIGNMENT
Your assignments for this unit are to select three subjects of interest to you and then pose each of them in three different ways of questioning as follows:
1. State the subject in general terms, such as the relation of class size and student achievement, together with the reasons for your interest in it.
2. State the subject in a more specific but still non-researchable way, as with our modified question from the Study Notes.
3. Restate the subject in a researchable way with its terms and behaviors appropriately defined, specified, and measurable.
Prioritize the three according to your degree of interest (Healthcare Educator Degree). The 3 subjects are Promoting Wellness, Health Concerns, and how to cope with or manage existing health conditions(One page each should suffice.)

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STUDY NOTES
SCIENTIFIC THEORIES AND METHODS
A course in educational research design should begin with a brief consideration of the nature of scientific methods and theories and what sets them apart from other means of inquiring and of reaching conclusions. Basically, the aim of the scientific method is reliable replicability: similar procedures in similar circumstances, similarly controlling all variables, should always yield similar results, no matter who is performing the procedure. The aim of replicability requires that questions being researched be sharply defined rather than vague, specifically focused rather than broadly general, and that the phenomena being questioned be both physically observable and measurable?or at least be reliable representations of something not physically measurable. (The latter leads to some of the most bitter controversies in educational research, as we shall see.)
The aim of scientific theory is verifiable explanation of observed phenomena, with the grander the theory, the larger number of phenomena being explained. Theory is based on the results of the scientific method and suggests further observations or experiments, the results of which would either reinforce or undermine the stimulating theory. A good theory will provide accurate predictions of the existence of previously unrecognized facts.
The central core of all academic disciplines, however, from textual criticism, through contemporary education, to quantum physics, is not a body of known facts but a body of unanswered questions and unresolved controversies. Theories are generated in part to supply tentative answers to those questions. So, theories stimulate investigations and experiments of many different kinds to see if the theory is valid or not. This course will mainly be about the opportunities, requirements, and pitfalls of designing those investigating researches. But before we examine the requirements of ?researchability? in this unit, several aspects of the underlying
theories must be clear. They are commonly known as ?falsifiability,? ?convergence,? and ?synergism.?
?Falsifiability? is what distinguishes theories from beliefs. All theories must be testable, and they can be invalidated as well as demonstrated by facts discovered through scientific methods. All supporters of a theory, though they be as faithful to it as to their spouses, can always specify facts which, if discovered, would invalidate the theory. When asked what would invalidate evolution, for example, the English biologist J. B. S. Haldane unhesitatingly responded ?mammal fossils in the pre-Cambrian layer.? All real theories are eternally tentative, always subject to modification or abandonment.
However, most academic disciplines?most assuredly including education among them?feature a large number of competing alternative theories. This competition stimulates a large number of different kinds of research investigations, all intending to generate evidence in support of one theory or another. ?Convergence? refers to the condition when a number of different kinds of research?your text devotes a dozen chapters to as many different kinds?consistently provide more support for one theory than for its competitors. A number of different kinds of research, by different people, into different facts, and by different methods, is usually required for a theory to be strongly supported, if only because the history of scholarship shows all too well how research can be artfully designed to support a predetermined conclusion.

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