RESEARCH METHODOLOGY - BMEGT41A301

The aim of the course is to develop a critical approach in students to their knowledge, whether it is the result of their own conclusions or the communication of others. Students learn about the ways of thinking of different faculties and the peculiarities of their own field with the help of theories that determine the development of science and easy-to-understand examples. The acquired knowledge is crucial during the research and R&D career, but it is also very useful in professional and private life.

1. Knows the knowledge-generating and problem-solving methods of the main theories of her field.
2. Possesses confident methodological knowledge, understands the possibilities and perspectives of methodological innovation.
3. Knows the broader system of her field, recognizes the relationships with related disciplines, uses the opportunities provided by the wider system and the contexts related to the system.
4. Knows the connections between science, education, society and the media, the different manifestations of this relationship and their consequences.
5. Possesses adequate and sufficient knowledge to orient herself in the various mechanisms of social decision-making.
6. Knows all the important elements of the concepts of social sciences, understands the connections that form the basis of the scientific understanding of society and social communication.
7. Knows the general and specific natural scientific, engineering scientific, management and organizational scientific principles, rules, connections, procedures necessary for the engineering field.

1. Confidently uses the vocabulary and the basic scientific concepts of the profession, and the elements of the special vocabulary based on them.
2. Possesses the ability to gain a new perspective, she is able to approach science and its environment with an interdisciplinary approach.
3. In solving her professional tasks, she is able to independently analyze, evaluate, and synthesize conclusions and explanations.
4. She is able to apply a wide range of well-established techniques for the critical analysis and processing of information.
5. She is able to participate in the process of lifelong learning.
6. Plans and organizes her own independent learning, using the widest range of available resources.
7. Identifies special professional problems with an interdisciplinary approach, explores and articulates the detailed theoretical and practical background needed to solve them.
8. In the course of working, she co-operates with representatives of related fields.
9. Building on his basic theoretical background, she is able to develop a working hypothesis based on the examination of facts, exploring the real connections of the processes taking place in the fields of social communication, the most suitable empirical method for its examination and the concept of the process. 1
10. She is able to review the relevant literature.

1. She is open to all forms of professional innovation, inclusive but not uncritical to theoretical, practical and methodological innovations. She is critical of approaches that seek to limit the openness and diversity of the social sciences in scientific, practical, legal, or political communication scenes.
2. She is confident in her own knowledge and skills, committed to professional ideas.
3. Open to critical self-reflection, various forms of professional development, self-improvement methods of intellectual worldview and strives for self-development in these areas.
4. Seek to solve problems as much as possible in collaboration with others.
5. Possesses a problem-centric perspective and problem-solving thinking.

1. In her own professional environment, she develops a historically and politically coherent individual position, which helps the development of herself and her environment.
2. She is independent, constructive and assertive in forms of cooperation inside and outside the institution.
3. In her organizational and institutional activities, she responsibly uses her knowledge and influence to quality work and its recognition.
4. Consciously represents the methods of her own profession and accepts the different methodological peculiarities of other disciplines.
5. Even in unexpected decision-making situations, she independently considers and develops comprehensive professional questions based on specific sources.
6. Based on professional guidance, she considers and develops comprehensive and specific professional issues based on specific sources.
7. Carries out her work independently with a critical evaluation and continuous correction of her activity.
8. Participates responsibly in the development and justification of her professional views.
9. Considers and develops comprehensive and specific professional issues with significant independence and develops them on the basis of specific resources. 1
10. Plans and carries out her activities autonomously. 1
11. Consciously reflects on her own historical and cultural embeddedness.

Lectures, oral and written communication, independently prepared tasks.

• Gulyás et al.: Bevezetés a tudományfilozófiába
• Héder Mihály. Modellezés és szimuláció a tudományban.
• Francis Bacon: Novum Organum. I-től XLIV-ig
• Clifford Geertz: Mély játék: Jegyzetek a bali kakasviadalról.

A 2.2. pontban megfogalmazott tanulási eredmények értékelése: három évközi írásbeli teljesítménymérés és opcionális házi feladatok (esszé készítés) alapján történik.

1. Összegző tanulmányi teljesítményértékelés: a tantárgy és tudás, képesség típusú kompetenciaelemeinek komplex, írásos értékelési módja zárthelyi dolgozat formájában. A dolgozat tudáselemekre, értelmezési feladatokra, következtetési feladatokra koncentrál írásos kérdésválaszolás formájában. munkaidő anyagrésztől függően 30-60 perc. Minden összegző tanulmányi teljesítményértékelésen legalább a szerezhető pontok 50%-át el kell érni a tárgy teljesítéséhez. 2. Részteljesítmény-értékelés – szorgalmi feladat (házi feladat – esszé készítés): a tantárgy tudás, képesség, attitűd, valamint önállóság és felelősség típusú kompetenciaelemeinek komplex értékelési módja, melynek megjelenési formája az egyénileg készített esszé. Az esszével plusz pontok szerezhetők, amelyek a tananyaghoz kapcsolódó összegző teljesítményértékelésbe számítanak be. A plusz pontok számát az oktató az esszé témája és nehézsége alapján határozza meg.

• 1. összegző tanulmányi teljesítményértékelés: 50
• 2. összegző tanulmányi teljesítményértékelés: 50

Két összegző tanulmányi teljesítményértékelés a pótlási időszakban – első alkalommal – díjmentesen pótolható vagy javítható. Javítás esetén a korábbi és az új eredmény közül a hallgató számára kedvezőbbet vesszük figyelembe.

A 2.2. pontban megfogalmazott tanulási eredmények eléréséhez a tantárgy a következő tematikai blokkokból áll. Az egyes félévekben meghirdetett kurzusok sillabuszaiban e témaelemeket ütemezzük a naptári és egyéb adottságok szerint.