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The Research Cycle
- 1.
- 2. The Research CycleASK PLAN GATHER SORT & SIFT SYNTHESIZE EVALUATE REPORT
- 3. ASK Most importantstep The deepest thinking comes from one of 3 “prime” questions: Why? How? Which?
- 4. Questioning Toolkit EssentialSubsidiary Telling Planning Organizing Probing Clarification Sorting & Sifting Plus many more!
- 5. PLAN Think aboutwhere to find the best information Think about how to keep track of the information you find
- 6. GATHER Only relevantand useful information is gathered Only use the Internet when it is most likely to provide the best information
- 7. SORT & SIFTThrow out information that is not pertinent and organize what you have left Very important step when the research question is complex
- 8. SYNTHESIZE Arrange andre-arrange information until patterns emerge Envisioning Inventing SCAMPER
- 9. S = SUBSTITUTEC = COMBINE A = ADAPT M = MODIFY P = PUT to other uses E = ELIMINATE R = REVERSE SCAMPER
- 10. EVALUATE Are theregaps in the solution to the problem? Is more information needed to make a good decision? Complex questions usually require more than one trip through the Cycle
- 11. REPORT Persuasive presentationsWritten findings Use technology
- 12. For more information:McKenzie, Jamie. Beyond Technology: Questioning, Research and the Information Literate School , 2000. www.fno.org and www.questioning.org
Editor's Notes
- #2 Discuss at tables: What kind of research projects do you see on your campus?
- #3 When using the Research Cycle, students repeatedly move through each of these steps. Reporting only comes after the student has made enough repetitions of the cycle to create sufficient insight into the research questions. Let’s look at each one of these steps in depth.
- #4 When we do an Internet search for information, we find millions of documents with a single mouse click. Are they worth reading? Will they cast any light on our biggest concerns? How do we prepare our students to find their way through this maze? Powerful questioning is the answer. Jamie McKenzie says: “Smart questions are essential for those who venture onto the Information Highway. Without strong questioning skills, you are just a passenger on someone else’ bus. You may be on the highway, but someone else is doing the driving.” But which questions matter? Why do things happen the way they do? “ Why” questions require analysis of cause and effect and the relationship between variables. How could things be made better? “How” questions are the basis for problem solving and synthesis. Which do I select? “Which” questions require thoughtful decision-making – a reasoned choice based on clearly stated criteria and evidence.
- #5 Different types of questions accomplish different tasks and help students build answers in different ways. We have to show students the features of each type of question, so that they know which question is appropriate to use in a given situation. No sense reaching for a hammer when a saw is required. We want students to reach for the question that matches the job.
- #6 After the research questions have been defined, the next step is to think about the best ways to locate relevant and reliable information. Students consider where the best information can be found. Once you know where to look, it is important to help students plan a way they will store all of their findings. This can be a graphic organizer, note sheet, note cards, database on the computer, etc. For lower grades, this planning may be done by the teacher.
- #7 If planning has been thoughtful, the gathering takes place quickly and efficiently.
- #8 The more complex the research question, the more important the sorting and sifting becomes. This step helps students really focus in on the information that truly answers their research question.
- #9 If the research question deals with How, Why or Which, students must now synthesize the information and solve a problem, make a decision, or analyze a relationship between two things. In order to do this, they have to think on three levels – Envisioning – When students envision, they imagine, project and visualize. Students who have studied five New England cities, for example, might write narratives describing what a typical day would be in each city to answer the questions, “How would it feel to walk downtown at night? Could I be proud of the way my city looks?” Inventing – This thinking requires students to come up with new solutions to problems. The students comparing cities might need to invent pictures of their cities before they can make any choice about where they would like to live.
- #10 These are strategies that can be used when students are trying to make new meaning out of information – while they are envisioning and inventing, they can try some of these strategies to help them “put the pieces together.”
- #11 At this point, students ask if more research is needed before going on to the REPORT stage. Many times they don’t know what they don’t know when they first plan the research. It may take several passes through the process before they have enough information to answer their question thoroughly.
- #12 Students charged with making a decision or finding a solution to a problem may be required to present their recommendations orally, in writing or both. This is one place where technology can play a big part.