Course memo Autumn 2022-51347
Version 1 – 10/19/2023, 12:47:00 PM
Period 2 (Start date 31/10/2022, English)
English
ABE/Philosophy
Headings denoted with an asterisk ( * ) is retrieved from the course syllabus version Autumn 2019
The following is an incomplete list of topics covered in the course.
After having completed the course, the student should, with regards to the theory and methodology of science, both orally as well as in writing, be able to:
Below follows an outline of the course learning activities. Detailed descriptions of the learning activities are found in later sections in this course memo.
Lectures
This course includes eleven lectures. Lecture 1 is held on campus and lectures 2-11 are available as videos via Canvas and can be viewed at any time during the course. Their place in the schedule is a suggestion of when you might view it.
Each of the video lectures has an associated lecture quiz with a deadline. If you complete lecture quizzes with passing score upon the deadline, you receive course bonus points for the exam (see section on Schedule and see Canvas for quiz deadlines). For more information on bonus points, see section on Bonus point system below.
Flipped classrooms
Flipped classroom sessions function as an opportunity for receiving clarification from the lecturer on lecture contents. The flipped classroom sessions are intended for addressing questions on course topics that students find unclear, challenging or otherwise interesting.
There are two flipped classroom sessions on campus, each based on two video lectures. Flipped classroom 1 focuses on the lectures on scientific inferences (lecture 2), and on observation and measurement (lecture 3). Flipped classroom 2 focuses on the lectures on experiments (lecture 4) and on models (lecture 5).
Each flipped classroom session has an associated discussion board. Before each flipped classroom session, you post a question for the lecturer on the board related to the relevant video lectures, and you upvote questions posted by other students that you would like the lecturer to address during the session. See section on Schedule and see Canvas for further instructions and deadlines.
The lecturer selects a set of questions from the discussion board and devotes the flipped classroom sessions to answering these questions. During the sessions, you will also be invited to participate on voluntary exercise activities.
If you complete the flipped classroom activities, you receive course bonus points for the exam. For more information on bonus points, see section on Bonus point system below.
It is possible to attend flipped classroom sessions without having posted on the discussion board and without participating on exercises in the classroom, but this will yield no bonus points.
The flipped classroom sessions are taken together with students from other, similar courses.
Bonus point system
Completing video lecture quizzes with a passing score, as well as participating on the flipped classroom activities, gives course bonus points for the exam. Bonus point activities are voluntary, optional activities intended at incentivising students to engage with the course contents continuously throughout the course.
Each video lecture has an associated video lecture quiz, comprised of 15 questions. If you complete a quiz with a 14 point score or higher, you get 0.5 course bonus points. All video lecture quizzes have deadlines (See section on Schedule and see Canvas for deadlines). There is no limit on number of attempts up until the quiz deadlines.
Course bonus points can also be awarded for the two flipped classrooms. Attending the flipped classroom session and carrying out tasks as per instructed by the lecturer results in 0.5 course bonus points per each of the two flipped classrooms.
In order to make the number of bonus points fit the exam format, course bonus points are scaled in the following way before the exam (C = course bonus points, E = exam bonus points): E = C * 5/6, rounded up to the closest .5-value. Example: 4.5 course bonus points will be scaled as 4.5 * 5/6 = 3.75, then rounded up to 4 exam points. You can maximally obtain 5 exam bonus points.
Exam bonus points are added to part 1 of the exam. For example, if part 1 has a maximum score of 15 points, then 3.5 exam bonus points plus 10 points on part 1 results in a total score of 13.5 points on part 1 of the exam. 4 exam bonus points plus 13 points on part 1 results in a total score of 15 points on part 1 of the exam.
For more information about the exam, see section on Examination and completion.
Bonus points collected during one and the same course period are valid for, and only for, the scheduled exam and the corresponding re-exam for that period.
Seminars
The course includes a mandatory seminar series comprised of four seminars. Each seminar covers selected course contents from the video lectures and course readings, and following the first seminar, each subsequent seminar connects to the previous seminars. Seminars are intended as a collaborative learning activity where you practice critically discussing course contents and practice applying course contents to cases, with instruction and support from teaching staff. The overall topics covered during the seminar series are as follows:
Since completion of the seminar series yields course credits, the seminars feature mandatory activities: (1) preparing and passing a seminar quiz, and (2) actively participating on the seminar. Missing activities result in seminar incompletion and thus no seminar course credits.
Before each seminar, you read the assigned readings (reading instructions available on Canvas). Before attending each seminar, you must also pass a mandatory seminar preparation quiz (See section on Schedule and see Canvas for deadlines). There is no limit on number of quiz attempts up until the quiz deadline. You must complete the quiz with a passing score of 14 points before the deadline (indicated in Canvas as “Passed”).
The preparation quizzes are intended to ensure that all participants come prepared to the seminar for a more rewarding seminar learning experience. If you attend the seminar without completing the preparation quiz beforehand, you will not be marked as attending.
On the seminar, you will be working together with other students on exercises as per instructed by the teacher. The exercises are formulated in such a way as to promote critical reflection and discussion, as well as to practice application of course concepts to case scenarios.
You are expected to engage actively with the course contents and work on the exercises during the seminar. Passive attendance on the seminar will be marked as not attending. Active participation on the seminar does not mean that you are expected to demonstrate full proficiency of course contents. Rather, it means that you are expected to have properly engaged with the relevant course material beforehand and made an honest attempt at understanding it. Arisen questions and reflections can be addressed on the seminar.
For information on what to do if you have not completed a preparation quiz or actively attended on a seminar, see the section on Examination and completion.
Note that the TimeEdit course schedule shows multiple seminar slots for every seminar week. The different slots correspond to different seminar groups. You will join only one seminar group upon course start and your group takes only one seminar per seminar week. Instructions on how to join a seminar group as well as a seminar group schedule will be available on Canvas after the course starts and before the start of the seminar series.
Seminar contents and reading instructions.
All the texts can be found on Canvas.
Seminar 1 – Definitions, operationalizations and hypotheses.
Texts:
Topics relevant for the seminar:
Seminar 2 – Designing a scientific study.
Texts:
Topics relevant for the seminar:
Seminar 3: Interpretation, analysis and evidence.
Texts:
Topics relevant for the seminar:
Seminar 4: Risk and research ethics.
Texts:
Topics relevant for the seminar:
Exercise sessions
The exercise sessions are extra opportunities to practice on the course content. They are held on campus and shared with other course codes. They are voluntary and have no associated submissions. The format is tested for the first time this semester. More information will follow on Canvas.
Expected workload
Expected workload is calculated based on number of course credits per period.
4.5 ECTS one period: 12 h/ week
Schedule
The course schedule is available in TimeEdit via www.kth.se/schema. To find your schedule, log in and choose "Course" in the drop-down menu and search for your course code. Here you can also see what type of course activity it is. Note that this schedule does not include submission deadlines, nor seminar group schedule. The TimeEdit course schedule displays all seminar slots, therefore you must consult the schedule on Canvas to see which venue(s) are assigned to your group. The seminar group schedule with one slot per group will be determined after student group sign-up upon course start. Instructions for sign-up and group schedule will be available on Canvas. Your course shares seminars with other courses on theory and methodology of science. If you have scheduling issues, there may be other sessions that you could attend. Contact your course coordinator if you wish to attend another seminar slot.
Overall information on essay/project part submission deadlines, seminar preparation quiz deadlines, video lecture quiz deadlines, and deadlines for posting questions before flipped classroom sessions can be found in this document. The exact dates and times for submission deadlines are available on Canvas.
Seminar preparation quizzes (mandatory)
Seminar preparation quizzes open Monday the week before each respective seminar. You must pass the quiz before attending your scheduled seminar. Seminar group schedule is determined after course start and made available on Canvas. See general course schedule in TimeEdit for all seminar slots.
Video lecture quizzes
All video lecture quizzes open on the Monday the week before the scheduling of a given lecture and close on the Friday the week after the scheduling of the lecture.
Flipped classroom posting
Deadlines for posting and upvoting questions on the discussion boards are:
Flipped classroom session 1: 2 workdays before the scheduled session.
Flipped classroom session 2: 3 workdays before the scheduled session.
There is one main course text:
In addition, there are four supplemental texts:
Finally, there is one additional optional text, mainly targeting the same topics as the main course text:
In addition to above mentioned readings, you may be asked to read short texts in preparation for some seminars. All course readings will be available in pdf file format on Canvas together with associated reading instructions. The readings cannot be bought as physical books, but you are welcome to print them.
Students at KTH with a permanent disability can get support during studies from Funka:
In course evaluations for previous periods, students wanted to pass on the following advice.
A, B, C, D, E, FX, F
Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.
The examiner may apply another examination format when re-examining individual students.
A student may request a home exam, with the maximum grade of E, if two requirements are fulfilled: (1) This is the last remaining exam left before graduation. (2) It is not possible for the student to attend the written exam because the student is, at the point of the request, residing outside of Sweden and will be residing outside of Sweden for at least twelve months following the request. The examiner approves or denies these requests.
The section below is not retrieved from the course syllabus:
There are four seminars, all mandatory. To pass a seminar you need to:
The seminar module is graded P/F. If you have passed all seminars, you get the grade P.
The examination is based on the lectures and the seminars, as well as the course literature. It is given in Canvas on the date and time indicated in the schedule. It consists of three parts. The first part is a multiple-choice part asking you to identify the definitions and applications of course concepts. The second part is an essay part where you are to submit computer written answers to two problems. In this part you are asked to account for the course concepts. The third part is an essay part where you choose one out of a list of problems, which require you to account for, apply and discuss course concepts to show skills equivalent to the grade levels B and A. This part is only corrected if the student passes parts 1&2. The exam is open-book, which means that one is allowed to use the course literature when answering the questions. During the course there are quizzes and flipped classroom sessions where students can collect bonus points. The bonus points are scaled to fit the exam format: maximum five points. The points are then added to the part 1 exam score, capped at the maximum for that part. Bonus points are valid for the exam and re-exam belonging to the period and year when they were collected. One may collect points valid for another exam by re-registering for that period and re-taking the quizzes.
Fulfilled seminar requirements and written exam.
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Lärandemål 1: Identifiera definitioner och beskrivningar av begrepp, teorier och problemområden, samt identifiera den korrekta applikationen av dessa begrepp och teorier. Learning outcome 1: Identify definitions and descriptions of concepts, theories and problem areas, as well as identify the correct application of these concepts and theories. |
Lärandemål 2: Redogöra för begrepp, teorier och generella problemområden, samt tillämpa begrepp och teorier på specifika fall. Learning outcome 2: Account for concepts, theories and general problem areas, as well as apply concepts and theories to specific cases |
Lärandemål 3: Kritiskt diskutera definitionerna och tillämpningarna av begrepp och teorier med avseende på specifika fall av vetenskaplig forskning. Learning outcome 3: Critically discuss the definitions and applications of concepts and theories as they apply to specific cases of scientific research. |
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A |
Studenten identifierar ett flertal av definitioner och beskrivningar av begrepp, teorier och problemområden korrekt samt identifierar den korrekta tillämpningen av dessa begrepp och teorier. The student identifies multiple definitions and descriptions of concepts, theories and problem areas, and identifies the correct application of these concepts and theories. |
Studenten redogör korrekt, samt med stor utförlighet och precision för kursbegrepp, teorier och problemområden samt gör rimliga tillämpningar av dessa begrepp och teorier på ett mycket övertygande sätt. The student provides correct, extensive and precise accounts for concepts, theories and general problem areas, and provides very convincing applications of those concepts and theories to specific cases. |
Studenten framställer en välargumenterad diskussion av definitionerna och tillämpningarna av begrepp och teorier med avseende på vetenskaplig forskning på ett utförligt, självständigt och mycket precist sätt. The student presents a well-argued, independent, extensive and very precise discussion of the definitions and applications of concepts and theories as they apply to specific cases of scientific research. |
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B |
Studenten redogör korrekt och med precision för kursbegrepp, teorier och problemområden samt gör rimliga tillämpningar av dessa begrepp och teorier på ett övertygande sätt. The student provides correct and precise accounts for concepts, theories and general problem areas, and provides convincing applications of those concepts and theories to specific cases. |
Studenten framställer en huvudsakligen välargumenterad diskussion av definitionerna och tillämpningarna av begrepp och teorier med avseende på vetenskaplig forskning på ett utförligt och precist sätt samt med viss självständighet i framställningen. The student presents an extensive, precise, mostly well-argued, and somewhat independent discussion of the definitions and applications of concepts and theories as they apply to specific cases of scientific research. |
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C |
Studenten redogör korrekt och tydligt för kursbegrepp, teorier och problemområden samt gör rimliga tillämpningar av dessa begrepp och teorier på specifika fall. The student accounts, correctly and clearly for concepts, theories and general problem areas, and provides reasonable applications of these concepts and theories to specific cases. |
Studenten framställer en diskussion av definitionerna och tillämpningar av begrepp och teorier med avseende på vetenskaplig forskning på ett precist sätt med ansats till argumentation och självständighet. The student presents a discussion of the definitions and applications of concepts and theories as they apply to specific cases of scientific research in a precise way with an attempt at independent and argumentative reasoning. |
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D |
Studenten redogör i huvudsak korrekt och med tillräckliga beskrivningar av kursbegrepp, teorier och problemområden och gör acceptabla tillämpningar av dessa begrepp och teorier på specifika fall. The student provides mostly correct and sufficiently satisfactory accounts of concepts, theories and general problem areas, and provides acceptable applications of these concepts and theories to specific cases. |
Studenten framställer en diskussion av definitionerna och tillämpningarna av begrepp och teorier med avseende på vetenskaplig forskning utan större felaktigheter eller motsägelser. The student presents a discussion of the definitions and applications of concepts and theories as they apply to specific cases of scientific research without substantial errors or contradictions. |
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E |
Studenten redogör med knapphändiga beskrivningar i huvudsak korrekt för kursbegrepp, teorier och problemområden och gör acceptabla tillämpningar av begrepp och teorier på specifika fall.
The student provides sparse, but mostly correct accounts of concepts, theories and general problem areas and provides acceptable applications of those concepts and theories to specific cases. |
Studenten framställer en diskussion av definitionerna och tillämpningarna av begrepp och teorier med avseende på vetenskaplig forskning som knapphändig, eller i enstaka fall felaktig eller motsägelsefull.
The student presents a sparse discussion of the definitions and applications of concepts and theories, as they apply to specific cases of scientific research, with some notable errors or contradictions. |
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FX |
Studentens redogörelser av kursbegrepp, teorier och problemområden är markant inkorrekta eller mycket knapphändiga. Studentens tillämpningar av begrepp och teorier på specifika fall är delvis inkorrekta. The student’s accounts of concepts, theories and general problem areas are very sparse or contains substantial errors. The student’s applications of those concepts and theories are partially incorrect. |
Studenten gör en ansats till att diskutera definitionerna och tillämpningarna av begrepp och teorier med avseende på vetenskaplig forskning, men framställningen är markant otydlig, felaktig eller motsägelsefull. The student presents an attempt at a discussion of the definitions and applications of concepts and theories as they apply to specific cases of scientific research, but the discussion is substantially unclear, wrong or contradictory. |
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F |
Studenten identifierar som mest enstaka definitioner och beskrivningar av begrepp, teorier och problemområden korrekt eller identifierar inte den korrekta tillämpningen av dessa begrepp och teorier. The student identifies at most a few definitions and descriptions of concepts, theories and problem areas, or does not identify the correct application of these concepts and theories. |
Studentens redogörelser av kursbegrepp, teorier och problemområden saknas eller är (mestadels eller helt) inkorrekta och tillämpningarna av begrepp och teorier på specifika fall saknas eller är i stor utsträckning felaktiga. The student’s accounts of concepts, theories and general problem areas are (substantially or completely) incorrect or missing. The student’s applications of those concepts and theories are largely incorrect or missing. |
Studenten genomför inte en diskussion av definitionerna eller inte av tillämpningen av kursbegreppen, eller så är dennes diskussion otydlig, felaktig eller motsägelsefull. The student does not present a discussion of the definitions and applications of concepts and theories as they apply to specific cases of scientific research, or their discussion is unclear, wrong or contradictory. |
A student may request a home exam, with the maximum grade of E, if two requirements are fulfilled: (1) This is the last remaining exam left before graduation. (2) It is not possible for the student to attend the written exam because the student is, at the point of the request, residing outside of Sweden and will be residing outside of Sweden for at least twelve months following the request. The examiner approves or denies these requests.
There is an opportunity to raise an approved grade via renewed examination at the re-exams. These are marked as such in the schedule at www.kth.se/schema. Apply by e-mail to fatemeht@kth.se. Include your personal number and course code, as well as the date when you wish to take the re-exam.
If you are unable to attend a seminar at a particular time and day, you might be able to join another seminar group during the same seminar week. Consult with your course coordinator before changing seminar group. If you fail or are unable to attend one or more of the seminars, you can sign up for a compensation seminar, offered once more towards the end of the course. See course schedule in TimeEdit for scheduling of the compensation seminars. Alternatively, you may re-register and attend remaining seminars during an ensuing course period, conditional on that the seminar is offered in that period. If you complete the seminar module over the course of more than one period, please inform the course coordinator that you have passed all seminars.
If you miss or fail the exam, you may take the corresponding re-exam. It may also be possible to take the exam during another period. Note however that any bonus points collected during a course period are only valid for the exam and re-exam for that period. If you wish to take the exam after the designated exam or re-exam, check which periods the course is offered in and see corresponding examination dates. Note that you must register on the course and sign up for the exam in order to take the exam.
Exam results will be communicated to students within 15 workdays following the day of the exam. This might not be met if there is a need to validate a submission or there is suspicion of cheating.
All texts are automatically checked for plagiarism, and high plagiarism indication scores are then manually checked. If, after this, there arises suspicion of plagiarism, we are obliged to report this to the disciplinary committee.
In particular, it is not allowed to:
All sources should be stated using any standard referencing system (see the KTH library). Citations should be marked with citation marks – " " – and the source should be provided. As a simple rule, consider five words or more from a source a citation. To avoid plagiarism charges, a tip is to make notes when reading a text and write your assignment by looking at your notes instead of the text.
It is not allowed to have someone else write the text or parts thereof for you (ghost writing), nor to have it automatically generated
No information inserted
Please e-mail the course coordinator with all matters, both administrative and content questions. Contact through e-mail is preferred, please do not use the Canvas messaging system. You may communicate in either Swedish or English. Please state your course code, since the course coordinator handles several courses.
31 Oct 2022
English
Please e-mail the course coordinator with all matters, both administrative and content questions. Contact through e-mail is preferred, please do not use the Canvas messaging system. You may communicate in either Swedish or English. Please state your course code, since the course coordinator handles several courses.
