Course memo Autumn 2023-50048
Version 1 – 08/27/2023, 11:51:40 PM
Autumn 2023-50048 (Start date 28 Aug 2023, English)
English
ABE/Philosophy
Headings denoted with an asterisk ( * ) is retrieved from the course syllabus version Autumn 2022
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:
These learning objectives are examined in writing via a digital exam and orally via seminars.
These learning objectives are examined in writing via a project work.
All the course material is available on the Canvas course room. The following literature has previously been used:
In addition, there are three supplemental texts:
All the course material is available on the Canvas course room. It 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:
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.
TENA is examined via a digital exam. The examiner decides, based on recomendation from KTH’s coordinator for disabilities, if a custom-made examination for students with documented disabilities is appropriate.
The section below is not retrieved from the course syllabus:
There is an online exam at the end of the course. It will be available on a separate Canvas course page during the scheduled exam hours. To take this exam you need to register for it on kth.se during the exam registration period.
The exam consists of three parts. Part 1 is a multiple-choice part, primarily examining the first learning outcome. For each question there can be 1-4 correct options and you need to select all correct options and only the correct options to get 1 point. Partial points are not given. Whenever you start part 1 during the exam, you then have one hour to complete it. The bonus points collected during the period are then applied to the score on part 1 in 0,5 increments up to a score of 15.
Part 2 consists of two essay questions. You are here asked to explain and discuss, in your own words, the meaning of some of the course concepts and apply them to specific situations. This part tests the second and third learning outcome, up to grade level C. Each question is graded between 0-5 points, in 0,5 increments.
Part 3 tests learning outcome two and three, on the grade level between C and A. Here you are asked to explain and critically discuss the course terminology in an independent way. You do not have to complete part 3 to pass the exam, but the maximum grade is then C. Completing part 3 cannot increase your grade from below C. This part is graded C, B and A without the use of points, and bonus point cannot increase the grade above C. You have three hours to complete parts 2 and 3.
During the exam you are allowed to access the course material. Each submission will be reviewed for plagiarism. Note that you will not have enough time to complete the exam unless you have studied during the course. You can give your answers in English or Swedish.
Fullfilled seminar requirements, project requirements and written exam.
The grading criteria for the parts of the course graded pass or fail are the same as the fulfilment of the course learning outcomes, in the way stated above. Below are the grading criteria for the exam, in Swedish, with English translation. The letter grade is determined by the fulfilment of all required criteria for each grade. Grading tables will be available a couple of weeks after the course starts.
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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 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 |
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. |
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. |
| 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. |
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English
