Notes on Inquiry-Based Learning and Research Process

Inquiry-Based Learning and the Research Process

  • This session reinforces how to craft a good argument and how to present it, using inquiry-based learning to enhance analytical and presentation skills.
  • Emphasizes using available agent/tools to support thinking and analysis.
  • Focus on developing analytical skills and effective presentation of findings.
  • Important administrative reminders:
    • Submit examinations as soon as possible, typically aiming around week 8; if in doubt, follow the instructor's guidance and Canvas updates.
    • Weekly email reminders: respond to emails to confirm receipt (e.g., you’ve received the message or your submission has been noted).
    • If you don’t receive a response, remind the instructor; the instructor will organize materials into a folder for presentations.
    • Presentations are collected from a central location (Canvas/office area) and then presented by students.
  • The class currently explores inquiry-based learning as a framework for identifying social issues (e.g., AI impact, social media impact, gender inequality) and building evidence-based analyses.
  • The instructor’s feedback highlights that the class is strong at identifying problems, using secondary/academic evidence to support statements, and applying evidence from databases.
  • The class has demonstrated an active process: critical thinking, assessment of issues, evaluation of evidence, and the ability to analyze and interpret information.
  • Overall assessment: students are on the right track for conducting research, using evidence, and applying critical thinking.
  • Three kinds of knowledge used in this course: exploratory, restrictive, and explanatory.
    • Exploratory knowledge: explore what is happening and ask questions; involves testing terms/concepts with practical and academic approaches; uses primary and secondary data, graphs, and figures.
    • Explanatory knowledge: mutual integration; uses evidence from interviews or surveys to reveal relationships (e.g., teacher vs. student dynamics).
    • Restrictive knowledge: (term used in the session) to set boundaries and constrain inquiry (define scope and limits of the investigation).
  • Data types and methods overview:
    • Descriptive and exploratory methods can be used outside the core framework as part of data handling and evidence synthesis.
    • Quantitative methods focus on numbers derived from surveys with scales, leading to graphs and pie charts; for publication, data after 2020 tends to rely on secondary data sources; older data (pre-2020) may be acceptable but should be supplemented with updated sources.
    • Qualitative approaches (interview, survey) are used to explore relationships and contexts; often accompanied by narrative explanations.
  • Recap of prior activities: in Week 2, students worked in groups using mind maps to generate topics and questions, then refined ideas through inquiry and group discussion.
  • Case study: Jenny’s research project illustrating topic selection and refinement
    • Initial topic: reality TV show BrideZillas; professor assigns a project and the student quickly picks a topic.
    • Problem: trouble finding scholarly sources; anxiety due to a mental model of research as a linear, one-time topic selection followed by reading and writing.
    • Core lesson: topic selection is part of the research process; topics should be tested and refined through exploratory research, not fixed at the outset.
    • Process shown:
    • Test the initial topic with preliminary online research and database searches;
    • If popular press dominates and scholarly sources are sparse, broaden or shift focus.
    • Attempt to broaden to reality TV in general, but that may become too broad and unwieldy for a short assignment.
    • Find a middle ground by identifying a subgenre (BrideZillas) within reality TV, which yields a manageable amount of scholarly sources.
    • Narrowing too much (BrideZillas only) can make sources scarce; broadening to the subgenre gives enough material and coherence for a thesis.
    • This iterative testing and tweaking helps shape a topic that is both interesting and realistically usable for the assignment.
    • Takeaway: topic selection is an iterative, research-driven process; you may need to revisit and revise the topic as you discover sources.
    • Real-world parallel: similar to how students in the class have approached topic selection, including difficulties in narrowing topics and balancing scope with available evidence.
    • If you want to learn more about topic selection or the research process, ask for guidance or additional resources.
  • Step-by-step approach to developing inquiry questions and topics
    • Step 1: Identify a general topic and a problem to formulate a problem statement (presenting the social issue clearly).
    • Step 2: Conduct preliminary research to learn more about the topic (this aligns with prior weeks’ activity and instructor guidance).
    • Avoid questions that are simplistic or binary (yes/no); instead, frame questions that invite analysis and evidence-based discussion.
    • Emphasize flexibility: you’re not expected to have a master-level topic immediately; use feedback loops and exploration to refine your topic.
    • The topic refinement process is designed to prevent getting stuck on an unmanageable or unanswerable topic.
  • Topic development and the research cycle
    • When a student feels lost about their topic, use the step-by-step process to identify a general topic and problem statement, then perform preliminary research to test viability.
    • The research cycle allows topics to evolve based on evidence and sources found; topics should be adaptable as new data emerges.
    • The instructor emphasizes that this iterative approach should lead to a topic that is interesting, researchable, and suited for a short assignment.
  • Practical guidance for choosing sources and building credibility
    • Be skeptical of sources that are not credible or not academically rigorous; demonstrate critical evaluation of sources.
    • When a suggested reference is weak or inappropriate, seek scholarly sources or peer-reviewed materials.
    • Use updated sources (preferably from 2020–2025) but recognize that older sources can be valuable if appropriately contextualized.
  • How to develop an intensive argument
    • Structure the argument with at least two reasons supporting your thesis; three reasons are preferable.
    • Include a counterargument (typically around 30% of the argument) to show engagement with alternative perspectives.
    • The overall argument should be framed as a personal viewpoint supported by evidence (rough distribution: 70\% from your point of view, 30\% from opposing views).
    • When writing, use case studies or textual examples to illustrate points, and cite evidence from relevant papers.
    • Use a coherent flow that connects claims to evidence; avoid abrupt shifts in argument.
  • Writing style, readability, and terminology
    • Aim for clear, reader-friendly writing that conveys ideas without excessive terminology; explain terms when needed.
    • Use a balance of formal and accessible language; avoid over-editing language that may obscure the main ideas.
    • Depending on the course or assignment requirements (AUT/ASR), maintain appropriate tone while ensuring accessibility to readers.
  • Using evidence: quotes, paraphrase, and voice
    • There are different rhetorical voices: neutral and supportive (to present evidence), and a reader-friendly voice to convey your interpretation.
    • For evidence, you can use direct quotes when necessary, but you should explain or contextualize each quote to show how it supports your argument.
    • If you use direct quotes, ensure you explain their relevance and tie them back to your claims.
    • Use connecting verbs and phrases to link evidence and claims (e.g., "In contrast," "According to,") to create a cohesive argument.
  • Citations, referencing, and updating sources
    • Updated references are recommended: target sources from 2020–2025 when possible; include earlier sources (e.g., 2015, 2010) only if they remain relevant and well-integrated.
    • A combination of online and library resources is encouraged; verify the credibility and relevance of sources.
    • Tools for citations:
    • Use APA 7th edition style for references and in-text citations.
    • Software options for automatic citation generation: Zotero, Mendeley, EndNote, etc., which can format references in APA 7 style.
    • Manual citation options are available if preferred, but ensure accuracy and consistency.
    • When copying or formatting titles, ensure the title works within the citation system; test citations if the title doesn’t auto-fill correctly.
  • Deadlines, feedback, and submission workflow
    • Submissions are managed via Canvas; ensure you submit in advance of deadlines for timely feedback.
    • The instructor may provide feedback or a grading rubric; ensure you address all parts of the assignment (topic, questions, argument, evidence, and references).
    • Weekly checks (described as “free tests” or similar) help improve understanding and potentially improve the final grade; complete these weekly checks.
    • A target timeline mentioned: expect to submit a first draft or wrap-up around week 8; plan to provide a complete draft by then for reviewer feedback.
  • Practical takeaways and quick tips
    • Start with a clear general topic and a problem statement; then conduct preliminary research to test viability.
    • Expect to iterate: topics often change as you discover new evidence or as the literature evolves.
    • Build your argument with at least two supporting points and a counterpoint; aim for a three-point support set when possible.
    • Ensure your writing is accessible: explain terms, minimize unnecessary jargon, and use clear, logical transitions.
    • Use updated sources from 2020–2025 where possible; supplement with credible older sources as appropriate.
    • Leverage citation tools to format references in APA 7; verify results for accuracy and consistency.
  • Real-world relevance
    • Inquiry-based learning mirrors real-world research practice: identify problems, test ideas, gather and evaluate evidence, and adapt conclusions as new information emerges.
    • The iterative topic selection process models how scholars refine questions to produce meaningful, researchable, and publishable work.
  • Quick references to key numbers and dates
    • Argument weight distribution: 70\% main point, 30\% counterargument.
    • Updated references guidance: sources preferably from 02/2020 to 02/2025; 02/2015 acceptable but less ideal.
    • Weekly deliverables and week-number milestones (e.g., week 8 as a key submission target).
  • Final reminder
    • If you have questions about sources, topic development, or structure, ask early for guidance and feedback to stay on track.