Hypothesis in the context of "Research"

Cosmology (from Ancient Greek κόσμος (cosmos) 'the universe, the world' and λογία (logia) 'study of') is a branch of physics and metaphysics dealing with the nature of the universe, the cosmos. The term cosmology was first used in English in 1656 in Thomas Blount's Glossographia, with the meaning of "a speaking of the world". In 1731, German philosopher Christian Wolff used the term cosmology in Latin (cosmologia) to denote a branch of metaphysics that deals with the general nature of the physical world. Religious or mythological cosmology is a body of beliefs based on mythological, religious, and esoteric literature and traditions of creation myths and eschatology. In the science of astronomy, cosmology is concerned with the study of the chronology of the universe.

Physical cosmology is the study of the observable universe's origin, its large-scale structures and dynamics, and the ultimate fate of the universe, including the laws of science that govern these areas. It is investigated by scientists, including astronomers and physicists, as well as philosophers, such as metaphysicians, philosophers of physics, and philosophers of space and time. Because of this shared scope with philosophy, theories in physical cosmology may include both scientific and non-scientific propositions and may depend upon assumptions that cannot be tested. Physical cosmology is a sub-branch of astronomy that is concerned with the universe as a whole. Modern physical cosmology is dominated by the Big Bang Theory which attempts to bring together observational astronomy and particle physics; more specifically, a standard parameterization of the Big Bang with dark matter and dark energy, known as the Lambda-CDM model.

In its most common sense, methodology is the study of research methods. However, the term can also refer to the methods themselves or to the philosophical discussion of associated background assumptions. A method is a structured procedure for bringing about a certain goal, like acquiring knowledge or verifying knowledge claims. This normally involves various steps, like choosing a sample, collecting data from this sample, and interpreting the data. The study of methods concerns a detailed description and analysis of these processes. It includes evaluative aspects by comparing different methods. This way, it is assessed what advantages and disadvantages they have and for what research goals they may be used. These descriptions and evaluations depend on philosophical background assumptions. Examples are how to conceptualize the studied phenomena and what constitutes evidence for or against them. When understood in the widest sense, methodology also includes the discussion of these more abstract issues.

Methodologies are traditionally divided into quantitative and qualitative research. Quantitative research is the main methodology of the natural sciences. It uses precise numerical measurements. Its goal is usually to find universal laws used to make predictions about future events. The dominant methodology in the natural sciences is called the scientific method. It includes steps like observation and the formulation of a hypothesis. Further steps are to test the hypothesis using an experiment, to compare the measurements to the expected results, and to publish the findings.

Empirical evidence is evidence obtained through sense experience or experimental procedure. It is of central importance to the sciences and plays a role in various other fields, like epistemology and law.

There is no general agreement on how the terms evidence and empirical are to be defined. Often different fields work with quite different conceptions. In epistemology, evidence is what justifies beliefs or what determines whether holding a certain belief is rational. This is only possible if the evidence is possessed by the person, which has prompted various epistemologists to conceive evidence as private mental states like experiences or other beliefs. In philosophy of science, on the other hand, evidence is understood as that which confirms or disconfirms scientific hypotheses and arbitrates between competing theories. For this role, evidence must be public and uncontroversial, like observable physical objects or events and unlike private mental states, so that evidence may foster scientific consensus. The term empirical comes from Greek ἐμπειρία empeiría, i.e. 'experience'. In this context, it is usually understood as what is observable, in contrast to unobservable or theoretical objects. It is generally accepted that unaided perception constitutes observation, but it is disputed to what extent objects accessible only to aided perception, like bacteria seen through a microscope or positrons detected in a cloud chamber, should be regarded as observable.

The scientific method is an empirical method for acquiring knowledge that has been referred to while doing science since at least the 17th century. Historically, it was developed through the centuries from the ancient and medieval world. The scientific method involves careful observation coupled with rigorous skepticism, because cognitive assumptions can distort the interpretation of the observation. Scientific inquiry includes creating a testable hypothesis through inductive reasoning, testing it through experiments and statistical analysis, and adjusting or discarding the hypothesis based on the results.

Although procedures vary across fields, the underlying process is often similar. In more detail: the scientific method involves making conjectures (hypothetical explanations), predicting the logical consequences of hypothesis, then carrying out experiments or empirical observations based on those predictions. A hypothesis is a conjecture based on knowledge obtained while seeking answers to the question. Hypotheses can be very specific or broad but must be falsifiable, implying that it is possible to identify a possible outcome of an experiment or observation that conflicts with predictions deduced from the hypothesis; otherwise, the hypothesis cannot be meaningfully tested.

An experiment is a procedure carried out to support or refute a hypothesis, or determine the efficacy or likelihood of something previously untried. Experiments provide insight into cause-and-effect by demonstrating what outcome occurs when a particular factor is manipulated. Experiments vary greatly in goal and scale but always rely on repeatable procedure and logical analysis of the results. There also exist natural experimental studies.

A child may carry out basic experiments to understand how things fall to the ground, while teams of scientists may take years of systematic investigation to advance their understanding of a phenomenon. Experiments and other types of hands-on activities are very important to student learning in the science classroom. Experiments can raise test scores and help a student become more engaged and interested in the material they are learning, especially when used over time. Experiments can vary from personal and informal natural comparisons (e.g. tasting a range of chocolates to find a favorite), to highly controlled (e.g. tests requiring complex apparatus overseen by many scientists that hope to discover information about subatomic particles). Uses of experiments vary considerably between the natural and human sciences.

Models of communication simplify or represent the process of communication. Most communication models try to describe both verbal and non-verbal communication and often understand it as an exchange of messages. Their function is to give a compact overview of the complex process of communication. This helps researchers formulate hypotheses, apply communication-related concepts to real-world cases, and test predictions. Despite their usefulness, many models are criticized based on the claim that they are too simple because they leave out essential aspects. The components and their interactions are usually presented in the form of a diagram. Some basic components and interactions reappear in many of the models. They include the idea that a sender encodes information in the form of a message and sends it to a receiver through a channel. The receiver needs to decode the message to understand the initial idea and provides some form of feedback. In both cases, noise may interfere and distort the message.

Models of communication are classified depending on their intended applications and on how they conceptualize the process. General models apply to all forms of communication while specialized models restrict themselves to specific forms, like mass communication. Linear transmission models understand communication as a one-way process in which a sender transmits an idea to a receiver. Interaction models include a feedback loop through which the receiver responds after getting the message. Transaction models see sending and responding as simultaneous activities. They hold that meaning is created in this process and does not exist prior to it. Constitutive and constructionist models stress that communication is a basic phenomenon responsible for how people understand and experience reality. Interpersonal models describe communicative exchanges with other people. They contrast with intrapersonal models, which discuss communication with oneself. Models of non-human communication describe communication among other species. Further types include encoding-decoding models, hypodermic models, and relational models.

Abiogenesis or the origin of life (sometimes called biopoesis) is the natural process by which life arises from non-living matter, such as simple organic compounds. The prevailing scientific hypothesis is that the transition from non-living to living entities on Earth was not a single event, but a process of increasing complexity involving the formation of a habitable planet, the prebiotic synthesis of organic molecules, molecular self-replication, self-assembly, autocatalysis, and the emergence of cell membranes. The transition from non-life to life has not been observed experimentally, but many proposals have been made for different stages of the process.

The study of abiogenesis aims to determine how pre-life chemical reactions gave rise to life under conditions strikingly different from those on Earth today. It uses tools from biology and chemistry, attempting a synthesis of many sciences. Life functions through the chemistry of carbon and water, and builds on four chemical families: lipids for cell membranes, carbohydrates such as sugars, amino acids for protein metabolism, and the nucleic acids DNA and RNA for heredity. A theory of abiogenesis must explain the origins and interactions of these classes of molecules.