The Research Process

Of Books and Bytes

STAO November 14, 2008Sean Clark

Richard McCormack

mrclark21ca.googlepages.com

STAO PRESENTATION

• Science Investigation Skills – As met in the space Project

• The Research Process – Based on Grade 9/10 Academic Booklet

• The Grade 9 Space Presentation • The Research Continuum – other research

resources• CD Resource

Science Investigation SkillsSNC 1D - 2009 Curriculum

A1.1 formulate scientific questions about observed relationships, ideas, problems, and/or issues, make predictions, and/or formulate hypotheses to focus inquiries or research [IP]

A1.3 identify and locate print, electronic, and human sources that are relevant to research questions [IP]

A1.7 select, organize, and record relevant information on research topics from various sources, including electronic, print, and/or human sources (e.g., Statistics Canada publications, NASA or EnerGuide websites, personal interviews), using recommended formats and an accepted form of academic documentation [PR]

A1.9 analyse the information gathered from research sources for reliability and bias [AI]

A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions [AI]

A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models) [C]

Developing the Research Booklet

• Designed to help kids research effectively– it’s difficult for students to know where to look

and what to use

• If the research is done right, then the products are better – After all, the most important part of a student

product is the information on it

Stage 1: Preparing for Research

• Students needed to have an authoritative source that was quick and easy to access on their topic– not the web, as they are not yet familiar with their topic and not

able to appropriately evaluate these sources

• This source also allows them to create smaller topics (subtopics or issues) to help break down their research

• Keywords are used to help kids prepare – What words will help them find information on their topic– Research doesn’t always work the first time - when one word

doesn’t work – use the next one

Stage 2: Accessing Resources

• Overview of what resources are available library books + reliable electronic sources (eg. Online encyclopedias)

• Overview of website evaluation

Stage 3: Processing Information

• Use the graphic organizers (note taking sheets) to take notes

• Record bibliographic information

Goals of the Research Process

1. To guide students in forming and answering meaningful research questions

2. To use visual organizers and help students use electronic resources efficiently

3. To help students critically assess appropriate sources of information

4. To guide students in merging information from various sources.

5. To provide a meaningful context for students to present their findings

1 - Forming and answering meaningful research questions – “Pre-searching”

2 – Visual organizers and electronic resources

Apollo

Armstrong

NASA

Rocket

Disaster

2 – Visual organizers and electronic resources

3 - To help students critically assess appropriate sources of information

4 - Merging information from various sources.

4 - Merging information from various sources.

5 - To provide a meaningful context for students to present their findings

5 - To provide a meaningful context for students to present their findings

Built in Dialogue Opportunities

As teachers, we like a prepared lecture style format to lessons so we don’t forget anything.

We know that small group, personal tasks are more meaningful.

Research booklet builds in what we don’t want to forget (site credibility, visual organizers using index etc)

Guarantees “Individual Lessons” where teacher can use project specific examples!

The Grade 9/10 D Research FormatInitiating and Planning

A1.1 formulate scientific questions about observed relationships, ideas, problems, and/or issues, make predictions, and/or formulate hypotheses to focus inquiries or research [IP]

With teacher checks to provide opportunities for dialogue so that students can identify key questions

The Grade 9/10 D Research FormatInitiating and Planning

A1.3 identify and locate print, electronic, and human sources that are relevant to research questions [IP]

- Visual information organizer aids in electronic searches. - Checkpoints encourage dialogue with students and peers.Because students are looking to answer specific questions, they regularly approach the teacher with questions that do not easily yield answers. Working together, teacher can show students how to find the answer through the use of secondary questions.

The Grade 9/10 D Research Format Performing and Recording

A1.7 select, organize, and record relevant information on research topics from various sources, including electronic, print, and/or human sources (e.g., Statistics Canada publications, NASA or Ener Guide websites, personal interviews), using recommended formats and an accepted form of academic documentation [PR]

SelectingVarious sources are required in the reference checkpoint Organizing, and recordingnote organizer assists students in merging information from different sources

The Grade 9/10 D Research Format Performing and Recording

A1.7 select, organize, and record relevant information on research topics from various sources, including electronic, print, and/or human sources (e.g., Statistics Canada publications, NASA or Ener Guide websites, personal interviews), using recommended formats and an accepted form of academic documentation [PR]

Recommended formatsNotes organizer gives students a specific format for recording information gathered in each of the sub topics.

The Grade 9/10 D Research Format Performing and Recording

A1.7 select, organize, and record relevant information on research topics from various sources, including electronic, print, and/or human sources (e.g., Statistics Canada publications, NASA or Ener Guide websites, personal interviews), using recommended formats and an accepted form of academic documentation [PR]

Academic documentationSource citation information is also gathered in a specific and easy to use format. This can then be transferred to conventional formats

The Grade 9/10 D Research Format Analysis and Interpretation

A1.9 analyse the information gathered from research sources for reliability and bias [AI]

Notes organizer groups information according to sub topics to aid in the easy corroboration of information from these sources.

The Grade 9/10 D Research Format Analysis and Interpretation

A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions [AI]

After each student has used the notes organizer, groups put information into presentation format. Each group then prepares a summary sheet, outlining the key points of the overall presentation

The Grade 9/10 D Research Format Analysis and Interpretation

A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models) [C]

Presentation format is determined by the individual groups.

The Grade 9 Space Presentation

• How to stay one step ahead of your students (old)

• Using the research booklet as a tool. (new)

The Grade 9 Space Presentation

• group research of space programs.

• present findings to an “investor” in space technology.

• convince investor that program benefited science and society

• account for failures or setbacks.

The Grade 9 Space Presentation

• The investor highlights concerns with the program.

• Group members share copies of rough notes and source information (research booklets) with investor. (Another Check)

• Lone researcher on a level playing field with each group

Advantages

• Group work with individual accountability

• Check points => no more 0

• Peer verification of details

Peer Verification• Opposing viewpoints => thorough look at

available information

• Debate encourages students to find information the other side didn’t consider

• In grade 9, few are ready to debate

• Investor evaluates space program

• Teacher assesses students’ presentation.

The Investor Role• Even at the start of grade 9, the average class has 2

or 3 students with the independence and ambition to take on a group of their peers.

• Generally able to think on their feet well enough to present questions during or at the end of a presentation.

• By removing these students from the pool, students who typically rely on them will have an opportunity to develop their own research abilities

Investor’s Product

4 Investor Reports on CD• 1 – Anna – prepared for the in class presentations. • 2 – Jimmy –entertaining to read

• blunt analysis of his peer’s work. • questions during the presentation complex, • provided students with context and background information• evaluation sheet that he used for the various programs.

• 3 – Mary – These reports were very methodical and concise • 4 – Adam – Less able writer.

• during questions, I had to provide guidance to make questions more specific and guide the presenters in formulating an answer. This generated some discussion afterward about effective questioning techniques.

The Research Skills Continuum

• Durham District School Board – Skills Continuum• http://programs.durham.edu.on.ca/ddsbinfoli/• Designed to give teacher-librarians a standard as

to what information literacy skills students should have at the end various grades.

• The expectations were taken from the OSLA document “Information Studies” Teacher-Librarian curriculum guideline

The Research Skills Continuum

• At my school we integrated these skills into subject specific assignments, taught through the library– We thought that the only way to reach all students was to integrate

these skills into the assignments of their mandatory courses in grade 9, 10 and 11

• It was a way to ensure all students were taught these skills• It also made it more meaningful and more relevant for students

• This was an easy fit for many courses – example Science– Science curriculum expectations clearly indicate research

components These matched our “Information Studies” guidelines for Teacher-Librarians

Why Collaborate with your Teacher-Librarian?

• Experts in research process

• Collection development

• Additional hands on deck

The “Continuum” of Research in Intermediate Grades

The “Continuum” of Research in Intermediate Grades

Semester 1 – PRACTICE - Biotechnology

• Students not familiar with research or forming position.

• Presentation or scripted debate

• Next year… sustainability

• The research feedback provided but not assessed

The “Continuum” of Research in Intermediate Grades

Semester 1 – ASSESSED – Space Programs

• Familiar with presenting topics now.

• Students more ready to defend against the scrutiny of their peers.

• The research process is assessed

The “Continuum” of Research in Intermediate Grades

Semester 2 – PRACTICE – Space Programs• Early in the spring, star gazing opportunities are at

their best, • Space research project as a practice assignment. • Half of grade 9 behind them, students should be

ready to defend their research and ideas• The research process is practiced but not assessed

The “Continuum” of Research in Intermediate Grades

Semester 1 – ASSESSED - Biotechnology

• With experience defending research already, students will be able to improvise a debate against another group.

• The research process is assessed in this assignment.

The “Continuum” of Research in Intermediate Grades

Grade 10 – ASSESSED – Weather Phenomena / Climate Change Issues

• Option 1 – Powerpoint / Digital Media

• Option 2 - Formal debate structure

• Based on other elements in school

• The research process is assessed in this assignment.

The “Continuum” of Research in Senior Grades

General Assumption that these basic skills have been developed.

Less comparison should be needed between projects.

Independent Study units are suitable at this time.

Still require aid in using “back door” research techniques. Consultation session.

More use of professional journals and databases should be introduced – will depend on topics