AEE 3: Formulating research questions
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A good research question should be: 1) Limited in scope and use correct terminology; 2) Doable with the appropriate research methodology and practical considerations; and 3) Avoid hidden assumptions, normative bias, or being a tautology.
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This document discusses how to create effective research questions to guide research. It explains that research questions map out the direction of the research. An effective research question needs information from sources beyond yourself, requires background research, and is neither too broad nor too narrow in scope. There are two types of questions: "thin" questions like who, what, when, where that provide background details, and "thick" questions using how and why that explore broader concepts and changes over time. The document provides examples of each and guides the reader in forming their own thick questions.
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Research is defined as the systematic process of planning, collecting, analyzing and interpreting data to increase understanding and answer questions. It requires carefully studying a topic, establishing a research problem and question, and investigating without bias to discover new facts or principles. The research question should be clear, specific, reflect the study objectives, have no obvious answer, and solving it should help address the problem being examined.
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This document provides strategies for taking tests successfully. It discusses preparing for the exam by bringing needed supplies, arriving early, and having a positive mindset. During the exam, it recommends brain dumping information, starting with known questions, and using strategies like process of elimination. It also provides tips for specific question types like multiple choice, true/false, fill-in-the-blank, and essays. The document concludes by discussing reflecting on the exam experience and learning from mistakes.
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- Descriptions of two questioning techniques: Question Bomb and FAQ's Whiteboard.
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2. Critical thinking standards are outlined, including clarity, accuracy, precision, relevance, depth, breadth, logic, and fairness. Barriers to critical thinking involve biases, assumptions, wishful thinking, and relativism.
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1. The document introduces critical thinking, defining it as purposeful, organized cognitive processes used to make sense of the world. It involves skills like analyzing, evaluating, reasoning, decision making, and problem solving.
2. Critical thinking standards are outlined, including clarity, accuracy, precision, relevance, depth, breadth, logic, and fairness. Barriers to critical thinking involve biases, assumptions, wishful thinking, and relativism.
3. Characteristics of a critical thinker are discussed, such as being open-minded, honest, courageous, and welcoming of criticism. The overall document provides an introduction and overview of key concepts in critical thinking.
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๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
โ โุฅุถุบ ุจูู ุฅูุฏููู
โู
ู ุฃููู ุงูู
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ุฉ ุชุดุฑูุญ ุงูุฌูุงุฒ ุงูููููู (ูุธุฑู 3)
๐๐๐๐๐๐๐๐๐๐
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ุฉ ุจุนูุฏุฉ ู
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ูุฒุงุช :
1- ู
ูุชุฑุฌู
ุฉ ุชุฑุฌู
ุฉ ุชููุงุณุจ ุฌู
ูุน ุงูู
ุณุชููุงุช
2- ุชุญุชูู ุนูู 78 ุฑุณู
ุชูุถูุญู ููู ููู
ุฉ ู
ูุฌูุฏุฉ ุจุงูู
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ุฉ (ููู ููู
ุฉ !!!!)
#ููู
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ุงูู_ุฏุฑุฎ
3- ุฏูุฉ ุงููุชุงุจุฉ ูุงูุตูุฑ ุนุงููุฉ ุฌุฏุงู ุฌุฏุงู ุฌุฏุงู
4- ูููุงูู ุจุนุถ ุงูู
ุนููู
ุงุช ุชู
ุชูุถูุญูุง ุจุดูู ุชูุตููู ุฌุฏุงู (ุชูุนุชุจุฑ ูุฏู ุงูุทุงูุจ ุฃู ุงูุทุงูุจุฉ ุจุฅููุง ู
ุนููู
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ุชูุถูุญ ูุฐูู ุงูู
ุนููู
ุงุช ุงูู
ูุจูู
ุฉ ุจุดูู ุชูุตููู ุฌุฏุงู
5- ุงูู
ูุฒู
ุฉ ุชุดุฑุญ ููุณูุง ุจ ููุณูุง ุจุณ ุชููู ุชุนุงู ุงูุฑุงูู
6- ุชุญุชูู ุงูู
ูุฒู
ุฉ ูู ุงูู ุณูุงูุฏ ุนูู ุฎุงุฑุทุฉ ุชุชุถู
ู ุฌู
ูุน ุชูุฑูุนุงุช ู
ุนููู
ุงุช ุงูุฌูุงุฒ ุงูููููู ุงูู
ุฐููุฑุฉ ูู ูุฐูู ุงูู
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ุฉ
ูุงุฎูุฑุงู ูุฐูู ุงูู
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ุฉ ุญูุงูู ุนูููู
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ุฅู ุชุฏุนููู ุจุงูุฎูุฑ ูุงูุตุญุฉ ูุงูุนุงููุฉ ููุท
ูู ุงูุชูููู ุฒู
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ุฏ ุงูุฐูุจู ๐๐
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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HYPERTENSION - SLIDE SHARE PRESENTATION.
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AEE 3: Formulating research questions
- 1. What is a research question? โข The main question which you will investigate in your research proposal โข It will โโฆdictate the kind of data you need, and in turn, the methods of data collection and analysis that are most appropriate.โ (White 2009: 1) 14/01/2015Slide 1
- 2. According to OโLeary (2010: 60) a good research question needs to beโฆ Right for you. Why? Right for the field. Why? Well articulated. Why? Doable. How and why? Approved. Why and by who? 14/01/2015Slide 2
- 3. Activity 1 What makes a good research question? Look at each research question in Activity 1 on the worksheet. In pairs, discuss: Is it okay or not? If not, what might be the problem with it? 14/01/2015Slide 3
- 4. So, a good research question should be โข Limited in its scope โข Use correct terminology from the subject you are studying โข Doable in terms of research methodology and practical considerations โข Avoid including hidden assumptions โข Avoid a normative/ethical bias โข Avoid tautology 14/01/2015Slide 4
- 5. Starting: sources of inspiration ๏ Personal insights ๏ Your own experiences ๏ Observation ๏ Contemporary issues in the media ๏ Exploring the literature ๏ Revisiting previous modules (from OโLeary 2010: 48) 14/01/2015Slide 5
- 6. Take a minuteโฆ โฆand a piece of paper. Let your mind relax and feel free. Jot down any ideas you have, donโt stop yourself from thinking anything, let your mind wander from one thought to another, draw or doodle if you need to... What really interests you in Sociology/Criminology? 14/01/2015Slide 6
- 7. Now divide into groups of three. A: ask the questions on the worksheet C: Take notes as shown on the worksheet. Be ready to report to class on Bโs ideas! B: Answer the questions as best you can 14/01/2015Slide 7
- 8. C: ask the questions on the worksheet B: Take notes as shown on the worksheet. Be ready to report to class on Aโs ideas! A: Answer the questions as best you can 14/01/2015Slide 8 Swap roles
- 9. Swap roles again! B: ask the questions on the worksheet A: Take notes as shown on the worksheet. Be ready to report to class on Cโs ideas! C: Answer the questions as best you can 14/01/2015Slide 9
- 10. Reporting back โข Report back your discussion on research questions. โข Everyone: make suggestions about how to improve the questions! Think: What do you need to do next? 14/01/2015Slide 10