Framing research question
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The document discusses how to develop a good research question, including defining what a research question is, why it is important to have one, how to create one, and what to do with it once formulated. Specifically, it notes that a research question asks an actual question about the topic, helps focus the research, and gives an angle on the topic. It provides tips for crafting a question such as picking a topic, narrowing it, asking questions, selecting one to focus on, and specifying who, what, where, when. Good research questions focus on one issue, demand analysis, and use precise words. The final step is to develop the research question into a thesis statement.
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GEN 103: Information Literacy
Writing Your Research Question Worksheet:
Now that you’ve chosen your research topic, done a bit of background research and brainstormed your ideas, you’re ready to write your research question. Your research question will direct the research that you do over next few weeks as you look for sources for your annotated bibliography. Refer to Section 1.3 of your textbook to review the elements and purposeof a research question.Hover over the blue underlined words to read a definition in the Glossary located at the end of this document.
You will begin developing your research question by filling in the table below
Example of Research Question Development
The table below illustrates how a research question develops from a broad topic to a focused question. Follow the four examples down each column to see how the questions develop.
BROAD
TOPIC
RESTRICTED
TOPIC
NARROWED
TOPIC
RESEARCH QUESTION
Pollution
Acid Rain
Acid Rain in the United States
What can we do in the United States to prevent acid rain?
Pollution
Oil Spills
Oil spills and commerce
What impact do oil spills have on the fishing and tourism businesses in areas affected?
Pollution
Pesticides
Pesticides and the bee population
What evidence is there that pesticides are significantly harming the bee population?
Pollution
Fracking (hydraulic fracturing)
Fracking and groundwater
What evidence is there that fracking can cause groundwater contamination?
Develop Your Research Question
Now try out your topic ideas below using the information you brainstormed. Try out several variations of your topic idea to see how it could be improved or amended.
Research Question Development Table
The table will expand as you enter content into the columns.
BROAD
TOPIC
RESTRICTED
TOPIC
NARROWED
TOPIC
RESEARCH QUESTION
Research Question:
Of the possible research questions you came up with above, which question are you planning to use for your annotated bibliography?
Check to be sure that the research question meets these criteria:
· It is open-ended (cannot be answered with simple yes or no).
· It addresses an issue or controversy and/or solves a problem.
· It is something on which you can take a stand.
Reflection (150-200 words)
In the space below, explain what you learned about this process as you conducted background research and refined your topic. What was the most difficult part of the process and how was it difficult for you? What part of the process did you find most helpful and why?
Once complete, save your completed worksheet and return to the online classroom to submit this document through the “Assignment Submission” button below the assignment instructions.
Glossary: Return to top
Annotated bibliography: A list of citations with descriptions and a brief summary or critical statement about each one. Return
Research question: The star ...
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This document provides guidance to students on developing a research plan for an eighth grade research project. It outlines several key steps: 1) brainstorming keywords and questions related to their topic using tools like mind maps and tables, 2) generating at least three sample research questions using different "question words", and 3) developing background information on their topic by researching its history from other sources. The document emphasizes that developing a clear research question is important to avoid wasting time and having structure for their research.
The Research Question
What is and what isn’t a good research question? Discover how to develop an impactful and significant research question by asking the right questions related to your field and area of study. This is a presentation developed through the Graduate Resource Center at the University of New Mexico.
The research question
The research question comes before data collection, analysis, or knowing the existing literature. It should address an outstanding issue, have significance, and be able to be solved. A good research question is compelling and asks more questions than it answers. When developing a research question, it is important to survey existing literature, consider significance and audience, and ensure the topic can be researched and answered. The question should not be too broad or too narrow in scope.
Topic Selection
This document discusses selecting a research topic and organizing the research process. It emphasizes focusing the topic narrowly, ensuring adequate time and resources are available, and framing the topic as a series of questions. The objective is to have students thoughtfully select a topic they are interested in and can adequately research within the constraints of the assignment. Students should discuss potential topics with their professor or librarian to identify appropriate resources and scope. Organizing the research from the outset through narrowing the topic, assessing time and resources, and questioning what they aim to learn will save students time and improve their results.
Summary
1) The document discusses the key aspects of research methodology, including defining research, the research process, and important concepts like variables and theoretical frameworks.
2) It emphasizes that research must be conducted scientifically, following steps like observing the problem, gathering preliminary data, developing a theoretical framework and hypotheses, collecting and analyzing data, and reporting findings.
3) The research process is not always linear and researchers may need to revisit previous steps to refine their understanding before moving forward with the study.
English 202 Jan 26
This document summarizes the agenda and key discussion points from an English research writing class. The class covered developing researchable topics and questions, narrowing topics, online and library research sources, evaluating source reliability, and reading strategies for academic texts. Students were assigned to write introductions for their research topics due the following week. Peer feedback was provided on developing research questions and topics of interest.
Seven steps for framing and testing a research paper
I use the steps in this presentation to:
(i) test research ideas for research papers,
(ii) shape research papers, and
(iii) help draft the Introduction section of a research paper.
For each step I draft one or two concise paragraphs.
I then present and share these with co-authors, collaborators and colleagues to test the ideas and get feedback on how interesting and valid they are.
I consider and work through these steps several times during the life of a research paper framed.
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ECH5990 What is Research.pptx
1. Research is defined as any systematic investigation aimed at increasing knowledge or solving problems. It involves studying materials and sources to establish new facts or reach conclusions.
2. Research can be exploratory, descriptive, explanatory, or predictive depending on its goal, and can be theoretical or applied depending on whether findings are tested.
3. Primary research collects original data while secondary research uses existing sources; research may also be basic or pure in nature or aimed at solving practical problems.
Questioning And Thinking
The document discusses effective questioning techniques for developing critical thinking skills in students. It provides examples of different types of questions teachers can ask, including essential questions, hypothetical questions, telling questions, planning questions, organizing questions, strategic questions, elaborating questions, probing questions, and clarifying questions. These questions can be used to engage students' thinking, promote reasoning, encourage speculation and hypothesis, and clarify understanding. The document also discusses using a series of questions in an "arc" to lead students to deeper understanding and having a toolbox of generic questions available for students.
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Sustainability was defined as the presenter outlined the agenda which included defining sustainability, learning about its history at Santa Clara University, navigating the library website, and discovering where to find scholarly articles on sustainability. Quotes were provided that sustainability means not taking from the earth in a way that deprives future generations and recognizing the value of resources once they are gone. The presentation aimed to educate about sustainability efforts at SCU and resources for research available through the university library.
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The document discusses the topic of scholarly conversation. It defines scholarly conversation as ideas being formulated, debated, and weighed against one another over extended periods of time, as stated by the ACRL Framework for Information Literacy. The document examines footprints of scholarly conversation through citations and forms an analysis of issues surrounding scholarly conversation. It also discusses interactive communication and provides examples of who cites a sample source and who a cited source cites.
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The document discusses the concept of scholarly conversation, which involves the interactive communication and debate of ideas over extended periods of time. It defines scholarly conversation and examines how citations track the footprints of a scholarly conversation by tracing who sources cite and who cites the sources. The document poses questions about scholarly conversation and provides contact information for the author.
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Lisa Carter gave a presentation on speed databasing to introduce students to key library resources. She broke attendees into groups to collaboratively create a profile of an assigned database that highlighted its important features for research. The goal was to familiarize students with different databases and help them learn how to select the best resources for their assignments. Carter also emphasized the value of understanding where to find information and becoming acquainted with the library's website, books, articles, films and other materials.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Framing research question
- 1. FRAMING (RE)SEARCH QUESTION Lisa Carter Santa Clara University Library ImagecourtesyofFlickruserCharlesRode
- 2. TODAY WE WILL DISCUSS… 1. What is a research question? 2. Why do I need one? 3. How do I create a good one? 4. What do I do with a research question?
- 3. WHAT IS A RESEARCH QUESTION? RESEARCH QUESTION: an actual question you ask yourself about your topic.
- 4. WHY DO I NEED A (RE)SEARCH QUESTION? Having a research question helps you focus. It gives you an angle on your topic.
- 5. HOW DO I CREATE A GOOD RESEARCH QUESTION? 1. Pick a topic. 2. Narrow the topic. 3. Ask questions. 4. Pick a question. 5. Focus the question: Who? What? Where? When?
- 6. A RESEARCH QUESTION IS GOOD if it… 1. Focuses on only one issue 2. Demands analysis (Why? How?) 3. Uses precise words
- 7. WHAT DO I DO WITH A RESEARCH QUESTION? Develop your research question into a thesis.