Thomas: How to do Your Research Project 1-26:

• typically follow the format of introduction→ literature review→ discussion of methods being used→ presentation of the findings→ discussion of those findings→ conclusion

• introduction should "set scene" and outline case for project. usually a few pages. sets tone for write up. the part people will likely read the most→ outline PURPOSE (not a summary) it should be like the beginning of a STORY. there needs to be something that is working towards being solved/an issue or a problem

• summary goes in abstract

• make your issue/problem CLEAR CLEAR CLEAR... "Why should anyone care?"

• BIS- backround, issue and promised solution (CORE OF INTRODUCTION)

  • the issue
  • → i) some missing evidence or contradictory reasoning of some paradox or dilemma in the existing research and knowledge
  • →ii) consequences of not resolving problem
  • ALWAYS let the issue and research question take center stage

  a research project begins with curiosity and uncertainty

  • find something out for its own sake and evaluate it! find out what works and what doesnt, and improve others or ur own practice

  FOUR TYPES OF Q's

  1. what is situation

     1. describe something that is happening
     2. expected to explain how others are researching, and opinions from others as well

  2. what is going on

     1. explain the situation in a way that shows ur knowledge without assuming everyone else knows what you do, but in an appropriate way without claims.

  3. what happens when

  4. what is related to what

     a) data=raw info

     b) raw=no one has worked on it

  how to ask a good question?

  • there are many kinds of questions, and different research will lead to different questions
  • some questions dont have definite answers
    • doesnt mean its not worth answering
    • ILLUMINATE
  • creating X causes why scenerios allows for EXPERIMENTAL EXPLAINATIONS

  some questions are appropriate to be used in a hypothesis style, while others are not

  ONCE A QUESTION HAS BEEN THOUGHT

  1. is it feasible?
  2. is it precise?
  3. is the research doable?
     1. access to info?resources?ethics?
  4. prima facie questions (first appearance questions can and will change as research progresses)

  social research is oftentimes recursive

  evidence and answers are two different things

  • emperical evidence-coming from trial/experimental study done yourself
  • the more diverse the sources, the better (triangulation)
  • question the value of evidence

  TITLES should be "working"

  ***Research is- thorough, balanced, fair, ethical and newly knowledgeable in aims

  ---

  "Phases of Inquiry Based Learning: Definitions and the inquiry cycle"- Margus Pedaste

  purpose: "identify and summarize the core features of inquiry cycles from the viewpoint of the learning process by systematically reviewing the literature on inquiry phases and cycles"

  goal: provide educators with appropriate understanding of inquiry cycle and inquiry based learning, and thus handing over the skills to students to grow!

  author: margus pedaste & other educators in universities

  audience: educators + other academics studying similar processes

  • inquiry based learning is being supported in electronic learning environments and improving success in certain skills
  • inquiry based learning → students use methods/practices of professionals to construct knowledge
  • inquiry phases → inquiry cycle
  • NOT a uniform or linear cycle

  Orientation (stimulating interest and curiousity)→ Conceptualize (understanding a concept(s) belonging to stated problem)→ Investigation (curiosity turned into action to respond to stated research question or hypothesis)→ Conclusion (findings of study are stated)→ Discussion (present and communicate ideas and findings/recieve feedback)

  • reflection in action: evaluates study process while conducting activities and collecting info while monitoring learning activities
  • reflection on action: evaluate studies after completing entire inquiry cycle

51-55 reading 3.1 & 3.2

put into own words each component of phases + why

GROUP EXPLAINATION→

orientation: engaging and interesting an individual in a topic preparing them to brainstorm questions (connections)

conceptualization→ dig deeper into their interests and find what question or hypothesis best suit their current interest; subject to change

investigation→ the actual research piece. observe, explore, experiment and interpret data

conclusion→ refine and bring together new knowledge to provide some sort of solution or finding

discussion→ sharing and debating findings with others by listening and learning from different viewpoints and studies. can be done throughout the entirety of the cycle. includes being able to justify your beliefs

reflection for the day: how can i implement inquiry based learning into my courses and semester?

• find passion in what you do and hold onto it, or find ways to correlate things that aren't interesting and turn it into topics that are
• question the things that come across as factual/ordinary
• in terms of my major and current courses, the supply chain process is so incredibly complex. its important to take information in from multiple sides and resources. dont simply learn about the science behind the fabric, the purchasers and the products. with sustainability in mind and at the forefront of my interest in the industry, dig deeper into the environmental avenues, the factory workers, the creative minds, the farmers and labor workers. question what is wrong with what we consider to be ordinary.
• understand how LARGE and GLOBAL the industry is, and take extra steps to understand the perspectives of others around the world