Explanatory Notes

This build on the existing teaching about how to research and how to present findings from research. This will reinforce and support existing best practice.

However, in subjects in which surveys have been used as a learning context and research practices tangential to the learning aims, such as language learning, more work with students may be needed, or the use of such tasks reviewed.

P1 goes to the purpose of research and work of scholarship. Students need to be aware that they are working for understanding of the world around them. The basic ethics of honesty and being genuine are important. It is not just a transactional exercise but rather about the desire to know and discover.

P2 is more challenging. The development of effective research methodology is a very important part of research. This goes to a fundamental understanding of knowing and research in the discipline. As it is often this research process which differentiates disciplines, understanding the methodology of research is a fundamental building block of learning in the discipline.

Indeed, another key feature of learning in any discipline is representing and analysing data in a manner acceptable to disciplinary standards. Teachers already commonly teach this. Key guidance to drive home with students includes:

-          Data from research should be represented in ways that clearly and accurately communicate the perspectives of others and factual findings to the audience for the research.

-          Ensure graphs give an accurate and honest representation and do not mislead the reader.

-          Ensure the quotation chosen fairly represents the view of the source and does not misrepresent them.

-          Draw conclusions that encompasses all of their data and findings and not obscure data that challenges their biases, hypothesis, or assumptions.

-          Conclusions should be made in response to all data and should change if contrary data emerges.

-          Actively discusses biases in method, data and themselves in presenting findings and drawing conclusions

Students should not confuse argumentation with the rhetoric of persuasion in writing up research. They may need to be reminded that academic research is not a marketing exercise.

P3 is typically already required of students in that they are expected in their research work to consider the implications of the methodology for their findings. It is a clear part of explanation to critical analysis or evaluation and required by the Achievement Standards. Of course, it is not uncommon for students to manipulate results or present false data on which to base their analysis. Such conduct could be grounds for sanction under these measures. 

There are many resources available on research methodology to aid teachers in deciding what methodologies to teach and how to explain it to students.

Here is a comprehensive guide to research methods with clear and comprehensive supporting material aimed at undergraduate students at Charles Darwin University. This has a lot of useful resources and fact sheets comprehensible to many college students. 

Choosing your research methodology and methods | Charles Darwin University (cdu.edu.au)

Some other useful resources :

-          Here are some summative guides to sample selection- 6 Sampling Techniques: How to Choose a Representative Subset of the Population - Atlan | Humans of Data

-          Historical Research Guide- Home - Historical Research Method - LibGuides at Edith Cowan University

-          A general introduction to biographical research - Biographical research - Wikipedia

Activity 4.1

Write a paragraph about any changes you will make due to these principles, or how your tasks already meet them.