The Research Cycle Questioning Planning Gathering Sorting & Sifting Synthesizing Evaluating Reporting Lindsay van der Berg linvdb@bergriver.wcape.school.za 5/10/2019 vdBerg-Assignment1.2 - By adding my surname of vdBerg and student no. 208213805 in the footer, I declare that this is my own work.

Step 1 - Questioning Emphasize research questions which require either problem-solving or decision-making. We find that most research used to be topical. Students were asked to "go find out about" Nelson Mandela or South Africa.. These assignments turned students into simple "word movers." New technologies make word moving - "cutting and pasting" - even more ridiculous. We now emphasize research questions which require either problem-solving or decision-making. Examples: How might we be able to implement water saving techniques in a drought stricken country? Which South African city is the safest? Emphasize research questions which require either problem-solving or decision-making. 5/10/2019 vdBerg-Assignment1.2 - By adding my surname of vdBerg and student no. 208213805 in the footer, I declare that this is my own work.

Step 2 - Planning Sources Resources Storage 5/10/2019 The student team spends time carving up the question in subsidiary questions. They ask where the best information might lie? What sources are likely to provide the most insight with the most efficiency? Which resources are reliable? How will they sort, sift and store their findings? (database? word processing file?) 5/10/2019 vdBerg-Assignment1.2 - By adding my surname of vdBerg and student no. 208213805 in the footer, I declare that this is my own work.

Step 3 - Gathering Relevant and useful. Structured Coping with INFO-GLUT. If the planning has been thoughtful and productive, the team proceeds to good information sites swiftly and efficiently, gathering only that information which is relevant and useful. Otherwise, teams might wander for many hours, scooping up hundreds of files which will later prove frustrating and valueless. It is critically important that findings me structured AS THEY ARE GATHERED. Putting this task off until later is very dangerous when coping with INFO-GLUT. It is also important that the team only use the Internet when that is likely to provide the best information. In many cases, books and CD-ROMs will prove more efficient and useful. 5/10/2019 vdBerg-Assignment1.2 - By adding my surname of vdBerg and student no. 208213805 in the footer, I declare that this is my own work.

Step 4 - Sorting & Sifting Systematic scanning Organizing of data - INSIGHT The more complex the research question, the more important the sorting and sifting which provides the data to support the next stage - synthesis. Some selecting and sorting took place during the previous stage - gathering - but now the team moves toward even more systematic scanning and organizing of data to set aside that which is most likely to contribute to INSIGHT. The team sorts and sifts the information much as a fishing boat must cull the harvest brought to the surface in a net 5/10/2019 vdBerg-Assignment1.2 - By adding my surname of vdBerg and student no. 208213805 in the footer, I declare that this is my own work.

Step 5 - Synthesizing Arrange and rearrange information fragments. Emerging of patterns and pictures. In a process similar to jigsaw puzzling, the student arranges and rearranges the information fragments until patterns and some kind of picture begin to emerge. Synthesis is fueled by the tension created by constant reflection of the research question. 5/10/2019 vdBerg-Assignment1.2 - By adding my surname of vdBerg and student no. 208213805 in the footer, I declare that this is my own work.

Step 6 - Evaluating Is more research needed? Quality of the "information harvest" ? At this point, the team asks if more research is needed before proceeding to the REPORTING stage. In the case of complex and demanding research questions, it often requires several repetitions of the CYCLE. The time for the reporting and sharing of insights is determined by the quality of the "information harvest" during this EVALUATION stage. 5/10/2019 vdBerg-Assignment1.2 - By adding my surname of vdBerg and student no. 208213805 in the footer, I declare that this is my own work.

Step 7 - Reporting Persuasive presentations. Report to an audience of decision-makers (simulated or real). As multimedia presentation software becomes readily available to our schools and our students, we are seeing movement toward persuasive presentations. The research team, charged with making a decision or creating a solution, reports its findings and its recommendations to an audience of decision-makers (simulated or real). The person doing the presentation should be the one in the group with the right voice intonation, confidence and persuasive abilities. 5/10/2019 vdBerg-Assignment1.2 - By adding my surname of vdBerg and student no. 208213805 in the footer, I declare that this is my own work.