Question generating tool
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This document provides guidance on developing research questions. It instructs the user to brainstorm what they know and want to know about their topic without judging. The best 10 statements or questions should be identified and any closed questions should be changed to open questions. Closed questions that can be answered simply should be made more open by requiring investigation and analysis. Question stems are then provided to help improve any remaining questions by making them more open-ended. The user is finally asked to evaluate their final research question based on various criteria like specificity, significance and feasibility.
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Question generating tool
This document provides guidance on developing a high-quality research question. It instructs the user to brainstorm what they know and want to know about their topic without judgment. The user then selects the 10 best statements or questions and converts any statements into questions. Any closed questions should be highlighted. The document explains that open questions are better for research as they cannot be answered simply and require analysis. An example is provided to illustrate the difference between a closed and open question. The user is prompted to change any closed questions into open questions. Question stems are then provided to help improve the questions. Finally, the document instructs the user to evaluate their final research question.
Question generating tool
This document provides guidance on developing a high-quality research question. It instructs the user to brainstorm what they know and want to know about their topic without judgment. The user then selects the 10 best statements or questions and converts any statements into questions. Next, the user identifies and converts any closed questions into more open questions requiring further research and analysis. Question stems are then provided to help improve the questions. Finally, the user evaluates their final research question.
Question Generating Process
The document provides guidance on developing research questions. It includes steps for brainstorming what is already known about a topic and what remains unknown, identifying the 10 best statements or questions, changing statements to questions, making questions more open-ended, using question stems to improve questions, and evaluating the final research question. The overall process helps generate open-ended research questions about a topic that require investigation and analysis to answer.
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The document discusses questions that will be asked of experts for a documentary about how technology has changed their work. It analyzes whether each question will provide a positive or negative representation of technology. The questions range from how technology has changed over time, whether its progress is seen as positive or negative, and if experts feel pressure to keep up or find their work has been made easier by technology. The document concludes that answers to the questions will be edited and presented in a balanced way to neither overly praise nor criticize technology.
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Preparation helps students perform better on tests in several ways. It reduces test anxiety by allowing students to feel confident in what they're being tested on. Preparing also makes answering different question types easier, such as eliminating incorrect multiple choice options or recognizing if part of a true/false statement is false. Taking time to properly prepare avoids last-minute cramming that can cause students to miss important information likely to appear on the test. Overall, preparation is crucial for allowing students to pass exams with good grades.
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Question generating tool
This document provides guidance on developing a high-quality research question. It instructs the user to brainstorm what they know and want to know about their topic without judgment. The user then selects the 10 best statements or questions and converts any statements into questions. Any closed questions should be highlighted. The document explains that open questions are better for research as they cannot be answered simply and require analysis. An example is provided to illustrate the difference between a closed and open question. The user is prompted to change any closed questions into open questions. Question stems are then provided to help improve the questions. Finally, the document instructs the user to evaluate their final research question.
Question generating tool
This document provides guidance on developing a high-quality research question. It instructs the user to brainstorm what they know and want to know about their topic without judgment. The user then selects the 10 best statements or questions and converts any statements into questions. Next, the user identifies and converts any closed questions into more open questions requiring further research and analysis. Question stems are then provided to help improve the questions. Finally, the user evaluates their final research question.
Question Generating Process
The document provides guidance on developing research questions. It includes steps for brainstorming what is already known about a topic and what remains unknown, identifying the 10 best statements or questions, changing statements to questions, making questions more open-ended, using question stems to improve questions, and evaluating the final research question. The overall process helps generate open-ended research questions about a topic that require investigation and analysis to answer.
Interviews FAQ
The document discusses various types of interviews for research purposes, including structured, semi-structured, and unstructured interviews. It recommends recording interviews verbatim and provides tips for developing interview questions. The document suggests interviewing 15 ± 10 people and discusses when interviews are typically conducted, as well as software that can help with analysis.
Expert questions
The document discusses questions that will be asked of experts for a documentary about how technology has changed their work. It analyzes whether each question will provide a positive or negative representation of technology. The questions range from how technology has changed over time, whether its progress is seen as positive or negative, and if experts feel pressure to keep up or find their work has been made easier by technology. The document concludes that answers to the questions will be edited and presented in a balanced way to neither overly praise nor criticize technology.
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Preparation helps students perform better on tests in several ways. It reduces test anxiety by allowing students to feel confident in what they're being tested on. Preparing also makes answering different question types easier, such as eliminating incorrect multiple choice options or recognizing if part of a true/false statement is false. Taking time to properly prepare avoids last-minute cramming that can cause students to miss important information likely to appear on the test. Overall, preparation is crucial for allowing students to pass exams with good grades.
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1) The document analyzes data from TED talks to provide insights into how to give an effective talk.
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The document provides guidance on developing research questions. It includes sections on brainstorming what is already known about a topic and what remains unknown, identifying the 10 best statements or questions, converting closed questions to open questions, using question stems to improve questions, and evaluating the final research question. The overall purpose is to help generate a research question through a process of refining an initial topic focus into a clear and open-ended question suitable for further investigation.
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Question generating tool
- 1. RESEARCH QUESTION GENERATION Focus – What is the topic? Describe your topic here
- 2. Thing we Know and Want to Know Brainstorm under the two columns as much as you can about the topic already and ideas about what you could or want to find out about it. You can use this tool to help with your question generation. DON’T JUDGE ANYTHING AT THIS STAGE!! • Think we know • Want to know
- 3. 10 of the Best! 1. 2. 3. 1 • • Copy the best 10 statements/ questions from the last exercise. • Change any statements to questions at this point. • Identify any closed question by highlighting them. • • • • • 2 3 4 5 6 7 8 9 10
- 4. Closed to OpenFor genuine effective enquiry it is better to have a series of open questions. These are questions that cannot be answered simply but instead, need research and analysis to be addressed. If any of the questions in your list are closed, then now is the time to try and make them open. Closed Open e.g. “How can climate change be stopped?” This is a relatively closed question because the answer is simply to stop putting CO2 into the atmosphere. An improved version of this question might be…”To what extent can the effects of climate change be off set?”. This question requires investigation and analysis of the conflicting information that will be out there. Closed Open Write any closed questions here Write the open versions of your questions here
- 5. Review and Improve Question stems are a good way of helping to improve your questions. The stems below are useful in constructing good research questions. Use these to modify your questions and see if you can improve them. To what extent…? How far…? Whose responsibility is it…? Should…? Do the benefits of… outweigh the disadvantages? What is more important…? Your improved questions here
- 6. tions here Your questions here Your questions here Your questions here Words stions here Actions Nature tions here Numbers Your questions here Your questions here
- 7. Evaluate Your Final QuestionThis tool might help you take a final critical look at your question. How does it score on the scales? A “good” question will score highly in all areas.