An introduction to educational research methods. Введение в образовательные исследовательские методы Білім беру-зерттеу әдістеріне кіріспе
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- Бұл бет үшін навигация:
- Dr ELAINE WILSON PROFESSOR AIZHANA ABIBULAYEVA
- Dr Elaine Wilson
- Activity 1.1 Generating ideas
- Figure 1.1
- FORMULATING THE RESEARCH QUESTION Moving from a research topic to a research question
- RESEARCH PURPOSE: WHY ARE YOU DOING THE RESEARCH
| AN INTRODUCTION TO EDUCATIONAL RESEARCH METHODS. Введение в образовательные исследовательские методы Білім беру-зерттеу әдістеріне кіріспе Dr ELAINE WILSON & PROFESSOR AIZHANA ABIBULAYEVA An Introduction to Educational Research Methods. 2
An Introduction to Educational Research Methods. 3 FOREWA RD This publication was produced following researcher links workshop between the Faculty of Education of the University of Cambridge and the Eurasian National University in Kazakhstan. The workshops were generously funded by Newton – Al-Farabi Partnership Programme as part of the British Council’s Researcher Links Programme. These workshops brought together early career researchers from the UK and Kazakhstan to discuss their research, build contacts for future collaboration, and work on some of the key development challenges affecting educational research in Kazakhstan.
Faculty of Education University of Cambridge
Eurasian National University Astana, Kazakhstan
An Introduction to Educational Research Methods. 4 CONTENTS Refining the focus for research and formulating a research question ............................................................................................................................. ВЫДЕЛЕНИЕ ОБЪЕКТА ДЛЯ ИЗУЧЕНИЯ И ФОРМУЛИРОВАНИЕ ПРЕДМЕТА ИССЛЕДОВАНИЯ ...................................... ЗЕРТТЕУ АЙМАҒЫН АНЫҚТАП АЛУ ЖӘНЕ ЗЕРТТЕУ НЫСАНЫН ТҰЖЫРЫМДАУ ......................................................................... Reviewing the literature and writing a literature review ......................................................................................................................................................... АНАЛИЗ ЛИТЕРАТУРЫ И НАПИСАНИЕ ЛИТЕРАТУРНОГО ОБЗОРА ....................................................................................................... ӘДЕБИЕТКЕ ТАЛДАУ ЖАСАУ МЕН ӘДЕБИЕТТІК ШОЛУДЫ ЖАЗУ ............................................................................................................. Research design ............................................................................................................................................................................................................................................. ПРОЕКТ ИССЛЕДОВАНИЯ .............................................................................................................................................................................................................. ЗЕРТТЕУ ЖҰМЫСЫНЫҢ ЖОБАСЫ .......................................................................................................................................................................................... Ethics in educational research ................................................................................................................................................................................................................ ЭТИКА НАУЧНЫХ ПЕДАГОГИЧЕСКИХ ИССЛЕДОВАНИЙ ................................................................................................................................. ҒЫЛЫМИ ПЕДАГОГИКАЛЫҚ ЗЕРТТЕУЛЕР ЭТИКАСЫ .............................................................................................................................................. Data collection ............................................................................................................................................................................................................................................... СБОР ИНФОРМАЦИИ ......................................................................................................................................................................................................................... АҚПАРАТ ЖИНАУ ................................................................................................................................................................................................................................... Handling data ................................................................................................................................................................................................................................................... ОБРАБОТКА ДАННЫХ ........................................................................................................................................................................................................................ МӘЛІМЕТТЕРДІ ӨҢДЕУ ....................................................................................................................................................................................................................... Reliability and validity in qualitative research by teacher researchers ............................................................................................................................ ДОСТОВЕРНОСТЬ И ВАЛИДНОСТЬ КАЧЕСТВЕННОГО АНАЛИЗА УЧИТЕЛЕЙ-ИССЛЕДОВАТЕЛЕЙ ......................... ЗЕРТТЕУШІ МҰҒАЛІМДЕРДІҢ САПАЛЫ ТАЛДАУЫНЫҢ ШЫНАЙЫЛЫҒЫ МЕН ЖАРАМДЫЛЫҒЫ ..................................... Analysing qualitative data ......................................................................................................................................................................................................................... АНАЛИЗ КАЧЕСТВЕННЫХ ДАННЫХ ..................................................................................................................................................................................... САПАЛЫ МӘЛІМЕТТЕРДІ ТАЛДАУ .......................................................................................................................................................................................... Taking a quantitative approach .............................................................................................................................................................................................................. ПРИМЕНЕНИЕ КОЛИЧЕСТВЕННОГО МЕТОДА ............................................................................................................................................................. САНДЫҚ ӘДІСТІ ҚОЛДАНУ ............................................................................................................................................................................................................ 7 25 43 61 81 101 121
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1 5 2 6 3 7 8 9 4 An Introduction to Educational Research Methods. 5 Analysing quantitative data ..................................................................................................................................................................................................................... АНАЛИЗ КОЛИЧЕСТВЕННЫХ ДАННЫХ ............................................................................................................................................................................ САНДЫҚ МӘЛІМЕТТЕРДІ ТАЛДАУ ........................................................................................................................................................................................... Writing about your research .................................................................................................................................................................................................................. ОПИСАНИЕ ВАШЕГО ИССЛЕДОВАНИЯ ........................................................................................................................................................................... СІЗДІҢ ЗЕРТТЕУ ЖҰМЫСЫҢЫЗДЫҢ СИПАТТАМАСЫ ........................................................................................................................................... What is educational action research? ................................................................................................................................................................................................ ЧТО ТАКОЕ ПЕДАГОГИЧЕСКОЕ ИССЛЕДОВАНИЕ В ДЕЙСТВИИ? ............................................................................................................. ПЕДАГОГИКАЛЫҚ ІС-ӘРЕКЕТТЕГІ ЗЕРТТЕУ ДЕГЕНІМІЗ НЕ? ................................................................................................................................. How to do action research ..................................................................................................................................................................................................................... ПОРЯДОК ПРОВЕДЕНИЯ ИССЛЕДОВАНИЯ В ДЕЙСТВИИ ................................................................................................................................ ІС-ӘРЕКЕТТЕГІ ЗЕРТТЕУ ЖҮРГІЗУ ТӘРТІБІ ............................................................................................................................................................................ The Case Study ............................................................................................................................................................................................................................................. СИТУАЦИОННОЕ ИССЛЕДОВАНИЕ (КЕЙС-СТАДИ) ............................................................................................................................................ КЕЙС-СТАДИ ..............................................................................................................................................................................................................................................
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10 14 11 12 13 Refining The Focus For Research And Formulating A Research Question 7 Refining The Focus For Research And Formulating A Research Question CHAPTER ONE Chapter Overview When you first embark on a research project you will probably have a definite area of interest in mind. For example, you may be particularly interested in the role of writing to help learning. This is an interesting and important focus, but simply saying you are researching writing to learn is much too broad. The first step then is to narrow the area of interest down and come up with a more manageable narrower scope. Novice researchers tend to find this process fairly daunting: so there are three key questions which it might help a novice to ask before proceeding. If we stick with the writing example then there are three prerequisites that you ought to establish before going further. • What exactly do you want to find out about writing to learn? • What has been written about children’s writing already? • What can you realistically manage in the time available to you?
Refining The Focus For Research And Formulating A Research Question 8
Generating ideas Brainstorming is a free-association technique of spontaneously listing all words, concepts, ideas, questions and knowledge about a topic. Starts by making a lengthy list about the areas you are interested in researching. Sorting ideas Next, sort these ideas into categories. This allows you to sort out your current awareness of the area, decide what perspectives are most interesting and/ or relevant, and decide in which direction to steer your research. Create a concept map from the categories you arrived at in the brainstorming stage. Concept maps may be elaborate or simple and are designed to help you organize your thinking about a topic, recognize where you have gaps in your knowledge, and help to generate specific questions that may guide your research. Having done that, decide if you now know enough about the area. Do you need to do further reading? Are you ready to go onto the next stage of ‘drilling down’ to the core of the problem? Carrying out activity 2.1 might help with the process of refining the problem area. Refining The Focus For Research And Formulating A Research Question 9 ‘Drilling down’ is a term taken from management literature and simply involves analysing the research area from various perspectives to help narrow the focus. Figure 2.1 provides an example in an educational context where a teacher identified her area of interest as characteristics of successful lessons. This is a huge and complex area so the teacher first considered what a successful lesson might look like from her own perspective as the teacher, then from the school perspective and finally from the students’ perspective. This led on to a series of second-level questions such as: how will I know if the students are learning? As a result of this process, the teacher decided to focus on the students’ perspectives of successful lessons. This helped to identify other ideas and raised further questions such as: Are the students able to do the work I set? Do they believe they are able to do the work I set? How do students perceive my role? Do students think the work is worthwhile? Do they enjoy the work? In this case, the teacher decided to explore this aspect further through asking a few students for their ideas, talking to colleagues and searching out recent research in the area of student voice and motivation before attempting to formulate her research question. In the next section, I will introduce other strategies that might help you to formulate your questions.
Drilling down to the core of the issue Refining The Focus For Research And Formulating A Research Question Refining The Focus For Research And Formulating A Research Question ‘Drilling down’ is a term taken from management literature and simply involves analysing the research area from various perspectives to help narrow the focus. Figure 2.1 provides an example in an educational context where a teacher identified her area of interest as characteristics of successful lessons. This is a huge and complex area so the teacher first considered what a successful lesson might look like from her own perspective as the teacher, then from the school perspective and finally from the students’ perspective. This led on to a series of second-level questions such as: how will I know if the students are learning? As a result of this process, the teacher decided to focus on the students’ perspectives of successful lessons. This helped to identify other ideas and raised further questions such as: Are the students able to do the work I set? Do they believe they are able to do the work I set? How do students perceive my role? Do students think the work is worthwhile? Do they enjoy the work? In this case, the teacher decided to explore this aspect further through asking a few students for their ideas, talking to colleagues and searching out recent research in the area of student voice and motivation before attempting to formulate her research question. In the next section, I will introduce other strategies that might help you to formulate your questions. Figure 1.1 Drilling down to the core of the issue Activity 1.1 Generating ideas Brainstorming is a free-association technique of spontaneously listing all words, concepts, ideas, questions and knowledge about a topic. Starts by making a lengthy list about the areas you are interested in researching. Sorting ideas Next, sort these ideas into categories. This allows you to sort out your current awareness of the area, decide what perspectives are most interesting and/ or relevant, and decide in which direction to steer your research. Create a concept map from the categories you arrived at in the brainstorming stage. Concept maps may be elaborate or simple and are designed to help you organize your thinking about a topic, recognize where you have gaps in your knowledge, and help to generate specific questions that may guide your research. Having done that, decide if you now know enough about the area. Do you need to do further reading? Are you ready to go onto the next stage of ‘drilling down’ to the core of the problem?
Carrying out activity 2.1 might help with the process of refining the problem area. Refining The Focus For Research And Formulating A Research Question 10
Moving from a research topic to a research question The first stage of moving from a topic to a research question will be informed by your reading so finding out what is written about your area of interest will not only help you to crystallize your thinking but will also suggest potential methodological approaches for your chosen area of study. Chapter 3 will explain how to search for literature to help you understand the key themes about your chosen topic and how to organize your findings into coherent themes. Having decided on and refined your research area, it helps if you can hone this into a succinct researchable question. For example, talk to help learning would be a really good area for research but ‘What sort of talk do students engage in during group work in science lessons?’ would be a much more helpful starting point for a small scale school based research project.
To think about your project then ask yourself the following questions: 1. What is known already about this area, what have experts already written about this area and how have they undertaken research? (See Chapter 3 on reviewing literature.) 2. What are my colleagues in my school views’ about this area and what does my higher-degree tutor advise me to do? 3. Why am I doing this research? Figure 1.2 Stages of formulating a research question Refining The Focus For Research And Formulating A Research Question Refining The Focus For Research And Formulating A Research Question FORMULATING THE RESEARCH QUESTION Moving from a research topic to a research question The first stage of moving from a topic to a research question will be informed by your reading so finding out what is written about your area of interest will not only help you to crystallize your thinking but will also suggest potential methodological approaches for your chosen area of study. Chapter 3 will explain how to search for literature to help you understand the key themes about your chosen topic and how to organize your findings into coherent themes.
Having decided on and refined your research area, it helps if you can hone this into a succinct researchable question. For example, talk to help learning would be a really good area for research but ‘What sort of talk do students engage in during group work in science lessons?’ would be a much more helpful starting point for a small scale school based research project. To think about your project then ask yourself the following questions: 1. What is known already about this area, what have experts already written about this area and how have they undertaken research? (See Chapter 3 on reviewing literature.) 2. What are my colleagues in my school views’ about this area and what does my higher-degree tutor advise me to do? 3. Why am I doing this research? Figure 1.2 Stages of formulating a research question So you can see that it is unhelpful to start from the premise that you are going to survey the students or carry out interviews or to even think about data collection methods until you have a clear idea of what your precise research question is.
It is important to recognize that undertaking a research enquiry will make extra demands on your time, energy and resources, so your enquiry must be realistically manageable on top of your teaching role and where possible be seen as no more than extending the activities you are already engaged in within your own classroom or school. The further removed your research is from your usual professional work, the more difficult it will be to undertake. Furthermore, carrying out an enquiry which is not directly related to your own interest or professional work will be less useful to you. Ideas for research will emerge from your own interests and experiences. This might be a new curriculum development, a recurring difficulty, an idea you encountered on a course or as a result of reading a research paper. Moving from a research topic to a research question is an important next step.
RESEARCH PURPOSE: WHY ARE YOU DOING THE RESEARCH? Having a clear idea about the rationale for doing your research is important. The main reasons teachers give for undertaking research are listed in Box 2.1.
Firstly, to explore what is happening in your classroom or to seek new insights into your classrooms. For example: • How do teachers manage their classes? What are the classroom rules? How are elements such as time, space, pupil behaviour or their own strategies managed? • How are classroom decisions made: by the teacher, by pupils, or by both by negotiation? • How is pupils’ work monitored and assessed in the classroom? • How do teachers explain new topics to pupils? Secondly, to describe or portray an accurate profile of persons, events or situations which will require extensive knowledge of the situation. For example: • What do teachers and pupils do in the classroom? How do they spend their time? • What kind of interaction takes place, who talks to whom and about what? • What do pupils learn, what tasks do they engage in, and with what degree of involvement and success? Refining The Focus For Research And Formulating A Research Question 11 So you can see that it is unhelpful to start from the premise that you are going to survey the students or carry out interviews or to even think about data collection methods until you have a clear idea of what your precise research question is. It is important to recognize that undertaking a research enquiry will make extra demands on your time, energy and resources, so your enquiry must be realistically manageable on top of your teaching role and where possible be seen as no more than extending the activities you are already engaged in within your own classroom or school. The further removed your research is from your usual professional work, the more difficult it will be to undertake. Furthermore, carrying out an enquiry which is not directly related to your own interest or professional work will be less useful to you. Ideas for research will emerge from your own interests and experiences. This might be a new curriculum development, a recurring difficulty, an idea you encountered on a course or as a result of reading a research paper. Moving from a research topic to a research question is an important next step.
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