The document discusses research ethics and characteristics of inquiry-based learning. It defines research and outlines its key characteristics such as being empirical, logical, cyclical, and analytical. It also discusses ethics in research including respecting subjects, presenting objective findings, and avoiding bias or deception. Examples of ethical dilemmas researchers may face involve fabricating or falsifying data, failing to correct errors, and deciding whether to share full datasets with other researchers.

2. INTRODUCTION
Research is significant in our everyday
activities. It is the result of a thinking process
that involves students in questioning
techniques or models. In order for
students to have a grasp of the
techniques/models of inquiry, you have
to discuss with them the processes
involved in inquiry and research.

3. According to Drayton & Falk (2001), the
following are the characteristics of classrooms
where teachers emphasized inquiry-based
learning:
• Inquiry is in the form of authentic (real-life) problems
within the context of the curriculum and/or community.
• The inquiry capitalizes on student curiosity.
• Data and information are actively used, interpreted, refined, digested
and discussed.
• Teachers, students and teacher-librarian collaborate.
• Community and society are connected with the inquiry.
• The teacher models the behaviors of inquirer.
• The teacher uses the language of inquiry on an ongoing basis.

4. • Students take ownership of their
learning.
• The teacher facilitates the process of
gathering and presenting information.
• The teachers and students use technology
to advance inquiry.
• The teacher embraces inquiry as both
content and pedagogy.
• The teacher and students interact more frequently and
more actively than during traditional teaching.
• There is an identifiable time for inquiry-based learning.

6. Research is defined as the scientific
investigation of phenomena which
includes collection, presentation,
analysis and interpretation
of facts that lines an
individual‘s speculation
with reality.

7. Characteristics
of Research

8. Research is based on direct
experience or observation by
the researcher.
EMPIRICAL

9. Research is based on valid
procedures and principles.
LOGICAL

10. Research is a cyclical
process because it starts
with a problem and ends
with a problem.
CYCLICAL

11. Research utilizes proven
analytical procedures in
gathering the data, whether
historical, descriptive, and
experimental and case study.
ANALYTICAL

12. Research exhibits careful
and precise judgment.
CRITICAL

13. Research is conducted in a
methodical manner without
bias using systematic method
and procedures.
METHODOLOGICAL

14. The research design and
procedures are replicated or
repeated to enable the
researcher to arrive at valid
and conclusive results.
REPLICABILITY

15. Resear
ch

16. “Do unto others as you want
others do unto you.”

17. • Ethics generally is considered to
deal with beliefs about what is
right or wrong, proper or
improper, good or bad.
• According to a dictionary
definition (Webster‘s 1968), to
be ethical is to conform to
accepted professional practice.
RESEARCH ETHICS

19. Ethical considerations in conducting
research
1. Objectivity and integrity
2.Respect of the research subjects‘ right to privacy
and dignity and protection of subjects from
personal harm
3. Presentation of research findings
4. Misuse of research role
5.Acknowledgement of research collaboration and
assistance
6. Distortions of findings by sponsor

20. Unethical practices in conducting
research
1. Deceiving a respondent about the true purpose of a
study
2. Asking a respondent questions that cause him or her
extreme embarrassment; guilt emotional turmoil by
remaining him or her of an unpleasant experience
3. Invading the privacy of a respondent
4. Studying the respondents or research subjects without
their knowledge
5. When analyzing the data—revealing only part of the
facts, presenting facts out of context, falsifying findings or

21. CASE No. 1
JUDGE
The research protocol for a study of a drug
on hypertension requires the administration
of the drug at different doses to 50 laboratory
mice, with chemical and behavioral tests to
determine toxic effects. Tom has almost finished the experiment
for Dr. Q. He has only 5 mice left to test. However, he really wants
to finish his work in time to go to Florida on spring break with his
friends, who are leaving tonight. He has injected the drug in all 50
mice but has not completed all of the tests. He therefore decides
to extrapolate from the 45 completed results to produce the 5
additional results.

22. ANALYSIS
• Tom has acted unethically by fabricating data. If this study
were sponsored by a federal agency, such as the NIH, his
actions would constitute a form of research misconduct,
which the government defines as "fabrication, falsification,
or plagiarism" (or FFP).
• Actions that nearly all researchers classify as unethical are
viewed as MISCONDUCT.
• It is important to remember, however, that misconduct
occurs only when researchers intend to deceive.

23. CASE No. 2
JUDGE
Dr. T has just discovered a mathematical
error in his paper that has been accepted
For publication in a journal. The error does not
affect the overall results of his research, but it is
potentially misleading. The journal has just gone to
press, so it is too late to catch the error before it
appears in print. In order to avoid embarrassment,
Dr. T decides to ignore the error.

24. ANALYSIS
• Dr. T's error is not misconduct nor is his decision to
take no action to correct the error. Most researchers,
as well as many different policies and codes would say
that
• Dr. T should tell the journal (and any coauthors) about
the error and consider publishing a correction or
errata. Failing to publish a correction would be
unethical because it would violate norms relating to
honesty and objectivity in research.

25. CASE No. 3
JUDGE
Dr. Wexford is the principal investigator of a large,
epidemiological study on the health of 10,000 agricultural
workers. She has an impressive dataset that includes information
on demographics, environmental exposures, diet, genetics, and various
disease outcomes such as cancer, Parkinson’s disease (PD), and ALS. She
has just published a paper on the relationship between pesticide exposure
and PD in a prestigious journal. She is planning to publish many other
papers from her dataset.
She receives a request from another research team that wants access to
her complete dataset. They are interested in examining the relationship
between pesticide exposures and skin cancer. Dr. Wexford was planning to
conduct a study on this topic.

26. ANALYSIS
• Dr. Wexford faces a difficult choice. On the one hand, the ethical
norm of openness obliges her to share data with the other research
team. Her funding agency may also have rules that obligate her to
share data. On the other hand, if she shares data with the other
team, they may publish results that she was planning to publish,
• Thus depriving her (and her team) of recognition and priority. It
seems that there are good arguments on both sides of this issue and
Dr. Wexford needs to take some time to think about what she should
do. One possible option is to share data, provided that the
investigators sign a data use agreement. The agreement could define
allowable uses of the data, publication plans, authorship, etc. Another
option would be to offer to collaborate with the researchers.