220729Rearch◆ What is "research activity"?::"Research activities are based on the achievements of research conducted by our predecessors, and byusing the facts and data obtained through observations and experiments.
Those are acts of creating new findings knowledge and building a system of knowledge, based on one's
own reflections, conceptualization, ideas, etc.
Research activities are generally carried out through the processes of research planning, designing,
implementation, and compilation of results ... " [1][1] Special Committee on Misconduct in Research Activities: Guidelines for Dealing with Misconductin Research Activities -Report of the Special Committee on Misconduct in Research Activities-,
Ministry of Education, Culture, Sports, Science and Technology, (2006.08).
https://www.mext.go.jp/b_menu/shingi/gijyutu/gijyutu12/houkoku/attach/1334664.htm◆ Difference between research and study::"Study":For the person oneself, the act of clarifying what one did not know until now.
Only learn and understand what has already been revealed by others.
"(Academic) Research":
Clarify what was unknown or something new in some sense, not just for a person oneself, basedon the accumulation of (academic) researches so far.
When facts such as necessary and sufficient information and data are provided, and the theory
and logic are appropriately applied, and following them leads to the same conclusion regardless of
who looks at them (there is no room for interpretation).
Table: Empiricism, Scientific attitude, Necessaries for research.
Empiricism
Scientific attitude
Judgment
Judgment based on
Learn from history andbasis
own experience.
previous researches.
Resources /Intuition / sense /Emphasis on facts andaccumulation experience.
theory.
Action /Feel / believe (notLogical and critical
attitudelogical).
examination / hypothesis
verification.
External
Unable to explain
Description of processes.
attitude
the rationale /Imposing conclusions

Necessaries for research
Critical examination ofprevious researches.
Utilization of data andtheory.
Logical reasoning / criticalanalysis.
Expression and persuasion.

◆ Research process::(1) Ask a "research question".
(2) Consider a hypothesis that answers the question.
(3) Design a study that can test the hypothesis.
(4) Collect the data necessary for hypothesis testing.
(5) Describe the analysis / verification results.
(6) Consider the validity of results and the mechanism.
(7) Derive the hypothesis verification results and the answers to research questions.
(8) Published the research results.
◆ Research ability::Table: Components of research ability.
01) "Expertise" in that area.
02) "Ability to read" previous research, including English literatures.
03) "Goal-setting ability", "conceptual ability", and "design ability" that enable you to determine goals,
compose and design the research.
04) "Hypothesis setting ability" to make a hypothesis.
05) Feasible "planning ability".
06) "Management ability" and "setup ability" to meet the deadline.
07) "Ability to discover" and "ability to analyze" to discover new things from the collected data.
08) Some degree of "statistical analysis ability" using some method.
09) "Writing ability" to describe and explain the analysis results.
10) "Ability to summarize" that can summarize the main points of what you want to say.
11) "Consideration ability" and "commentary ability" to consider causes / reasons, significance, andlimitations.
12) "Ability to make stories" and "Ability to present" to convey to people in an easy-to-understandmanner.
13) "Ability to believe" in yourself and the hypothesis you have set, and "course correction ability"
when necessary.
14) "Effort and patience" to work hard and steadily.
15) "Ability to critically examine" the results obtained in previous studies and own studies.
16) "The ability to organize people" with the same aspirations.
◆ Two perspectives of high-quality research::
1) Methodology --- Systematic error (bias), reliability (reproducibility), validity (whether intended).
2) Beneficial / usefulness◆ Three conditions of Good research::# Usefulness or significance# Novelty# Feasibility◆ Novelty of research::
Table: seven types of novelty.
1. New approach:A new way of understanding the problem and a new perspective. A novelty thatcollectively refers to the angle to capture the problem, framework, point of view, and so on.
2. Unexplored events (areas):
Research events that have rarely been studied.
3. New topic: New topic in a certain event.
4. New theory: Summarizing ideas that have not been considered as a series until now into one
new theoretical system (concept).
5. New method:
Newness of research design and method, and tools and techniques used formeasurement.
6. New data:
Research using data that has never existed before.
7. New results:
Results that were unknown in previous studies or different from previous studies.

◆ Lack of human resources to carry out research::[X] Engineers and professionals who have learned the knowledge that have been found to be correct.
→ Empirical and political (poor scientific basis) decision-making based on "experience, intuition, andcourage." So the quality in actual fields does not improve.
[O] Professionals with a research mindset and research methods.
→ Accumulation of evidence that serves as a basis for decision-making. Utilization of scientificknowledge in the field.

◆ Conditions of a place for learning research::(1) " Learning/Studying Community".
# Familiar leaders.
Supervisor and instructor have their own work and research and are not always free.
Seniors and friends are also busy. But, when teaching, people learn best.
# Peer.
a) You can learn as many times as you like:
When a teacher teaches classmates, you can listen to explanations and review them many times,
and you can have a simulated experience.
b) Peer review:
A critical review among fellow-peers.
Look at other people's behavior, and change ourselves. One man's fault is another's lesson.
c) Support:
Encourages us to work hard together.
Training to think critically about each other's details.
(2) A place where you can learn not only "research methods" but also "the significance and value (goal)of research" and the "the elaboration/refinement process of research".
The existence of a mentor (supervisor, instructor) who is doing research on his own and shows his"grit (power to go through)" and his way of thinking up close.

[Reference] Katsunori Kondo: "How to nurture research", Igakushoin, (2018.10). ISBN978-4-26003674-0 (in Japanese)------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------◆「研究活動」とは？
「研究活動とは、先人達が行った研究の諸業績を踏まえた上で、観察や実験等によって知りえた事実やデータを素材としつつ、自分自身の省察・発想・アイディア等に基づく新たな知見を創造し、知の体系を構築していく行為である。研究活動は、一般的には研究の立案・計画・実施・成果の取りまとめの各過程を経て行われる．．．」
研究活動の不正行為に関する特別委員会：研究活動の不正行為への対応のガイドラインについて --研究活動の不正行為に関する特別委員会報告書--，文部科学省，(2006.08)．
https://www.mext.go.jp/b_menu/shingi/gijyutu/gijyutu12/houkoku/attach/1334664.htm◆研究と勉強のちがい：「勉強」
本人にとって，いままで自分が知らなかったことを明らかにする行為．
すでに他の人によって明らかにされていることを学び理解するにとどまる．
「（学術）研究」
本人だけでなく，それまでの（学術）研究の蓄積をふまえて，知られていなかったことや何らかの意味で新しいことを明らかにする．
必要十分な情報やデータなどの事実が提供され，理論や論理が適切に適用されてそれにしたがえば，誰がみても同じ結論に導かれる（解釈の余地がない）．
表：経験主義，科学的態度，研究に必要なもの．
経験主義
科学的態度
判断根拠
自分の経験で判断
歴史や先行研究に学ぶ
資源・蓄積
直感・感覚・経験事実・理論の重視
行為・態度
感じる・信じる（理論理的・批判的吟味・仮説
屈でない）
検証的な検討対外的態度
根拠説明できず・結プロセスを説明論の押しつけ研究に必要なもの
先行研究の批判的吟味
データ・理論の活用
論理的推論・批判的分析
表現力◆研究の過程：（１）「研究上の問い（リサーチ・クエスチョン）」を発する．
（２）問いに答える仮説（hypothesis）を考える．
（３）仮説を検証できる研究を設計する．
（４）仮説検証に必要なデータを収集する．
（５）分析・検証結果を記述する．
（６）結果の妥当性や機序を考察する．
（７）仮説の検証結果とリサーチ・クエスチョンに対する答えを導く．
（８）研究結果を公表する．
◆研究力：表：研究力の構成要素．
01) その領域についての「専門知識」．
02) 英語文献を含めて先行研究を「読む力」．
03) 目標を見定めて研究を構成し設計できる「目標設定力」「構想力」「設計力」．
04) 仮説を作る「仮説設定力」．
05) 実行可能な「計画策定力」．
06) 締切に間に合わせる「マネジメント力」「段取り力」．
07) 集めたデータから新しいことを「発見する力」「分析力」．
08) 何らかの方法を用いたある程度の「統計解析力」．
09) 分析結果を記述し説明する「書く力」．
10) 言いたいことの要点をまとめることができる「要約力」．
11) 原因・理由，意義と限界などを考察する「考察力」「論評力」．
12) 人にわかりやすく伝える「ストーリを作る力」「プレゼンテーション力」．
13) 自分や設定した仮説を「信じる力」，必要なときには「軌道修正力」．
14) コツコツと地道にやり抜く「努力・根気」．
15) 先行研究や自身の研究で得られた結果を「批判的に吟味する力」．
16) 同じ志をもつ「人を組織する力」．
◆質の高い研究：２つの視点．
・方法論
系統誤差（バイアス），信頼性（再現性），妥当性（意図したものか）．
・有益・有用性．
◆良い研究：３つの条件．
・有用性あるいは意義．
・新規性．
・実現可能性．
◆研究の新規性表：新規性の７類型
１．新たなアプローチ： 問題の捉え方や視点の新しさ．問題を捉える角度，枠組み，着眼点などを総称したものの新しさ．
２．未開拓の事象（エリア）： 研究がほとんどされていない事象を研究．
３．新たなトピック： ある事象の中でトピックの新しさ．
４．新たな理論： これまで一連のものと考えてこなかった考え（idea）をひとつの新しい理論体系（concept）にまとめる．
５．新たな方法： 研究設計や方法，測定に用いるツールやテクニックの新しさ．
６．新たなデータ： これまでにはなかったようなデータを用いた研究．
７．新たな結果： 先行研究では未知であった，あるいは先行研究と異なる結果．

◆研究を担う人材の不足：［×］それまでに正しいとわかった知識を覚えた技術者や専門職．
→「経験・勘・度胸」に基づく経験的・政治的な（科学的根拠に乏しい）意思決定．
現場の質は高まらない．
［◯］研究マインドと研究方法を身につけた専門職．
→意思決定の判断根拠になるエビデンスの蓄積．
科学的な知見の現場での活用．

◆研究を学べる場の条件：（１）「学びの共同体」
・身近な指導者．
教員も自分の仕事や研究があり暇ではない．
先輩や仲間も忙しい．でも，教えるときに人は最もよく学ぶ．
・仲間 peer．
a)何度でも学べる： （教員から同級生へ）何度も説明を聞いて復習でき，擬似体験をできる．
b)ピアレビュー（peer review）： 仲間同士での批判的レビュー．他人の振り見て我が振り直す．
c)サポート：一緒に頑張ろうと励ましてくれる．お互いに，細部にこだわって批判的に考える訓練．
（２）「研究方法」だけでなく「研究の意義や価値（ゴール）」「研究推敲過程」まで学べる場．
自ら研究をしていて「やり抜く力」や考え方を間近に見せてくれる指導者の存在．

［参照］近藤克則: "研究の育て方", 医学書院, (2018.10). ISBN978-4-260-03674-0