Social Science Research Skills
in the Family Studies Classroom
Overview
Written by
Kris Ewing
Diane O’Shea
Michelyn Putignano
Rosemary Sutton
Reviewed by
Shawn Dodge
Suzanne Robertson
Jane Witte
Edited and Managed by
Michelyn Putignano
July 2002
Contents
Introduction 3
Social Science Research Skills Progression/Continuum 4
Ten Steps In Sociological Investigation 7
Social Science Research Model 8
Types Of Research Papers 9
Primary And Secondary Sources Of Research 11
American Psychological Association (APA) Style Of Citation 12
PLAGIARISM - How to Recognize and Avoid It! 19
Observation Skills 22
Social Science Research Resource List 31
INTRODUCTION
Courses within Family Studies/Social Sciences and Humanities rely heavily on the students’ ability to perform research effectively. “All grade 12 courses include the strand Research and Inquiry Skills, which give students the opportunity to examine the models of research, problem solving, analysis, and communication particular to the subject of the course and to apply them as part of their learning throughout the course.” (Social Science and Humanities, The Ontario Curriculum Grades 11 and 12). With this in mind this resource has been developed to help teachers with this task. In this document you will find an overview of “previous knowledge” that students would have gleaned from taking Social Science courses at the grade 9,10 and 11 levels. It provides teachers with tools for diagnostic assessment in preparartion for the delivery of the content and research requirements for the Grade 12 courses. Teaching learning strategies and classroom ready resources for grades 9 to 12 are provided.
Within the grade 12 course profiles social science research skills are introduced in the unit where they are first applied, and they are repeated and developed throughout the course. Social science research skills are embedded in ALL units of the courses. Some grade 12 students will have had little prior instruction in these skills. Diagnostic assessment is needed to determine where students stand. Teachers need to provide several opportunities for students to particpate in social science rsearch throughout the course. Social science skills should be incorporated into your lessons throughout the course and may be included in any strand or unit of student. A variety of strategies can be used to meet the overall and specific expectations for the course. Students may or may not need to write a formal report, this is dependent upon the designation and expectations of the course. For example, in Parenting and Human Development the emphasis will be on observation skills while in Individuals and Families in a Diverse Society students will be involved in the writing of a formal research report.
This document is divided into three parts.
The first part is an overview of social science research. Included in this section is information about the progression of research skills from grade 9 to 12. Information is also included that will be helpful to teachers for all of the courses within the social sciences: an introduction to the steps of social science research, APA referencing style, plagiarism, observation skills, the use of computer technology within the classroom.
The second part of this document consists of teaching/learning strategies related to social science research for grades 9 to 11. Each course will be posted to the website individually to allow teachers to obtain the information needed.
In the third part of the document teachers are provided with a number of classroom ready resources related to social science research skills for all five grade 12 Family Studies courses. Each course is posted individually.
NOTE: The materials created in this documents rely heavily on the use of computer technology to communicate the results of their research. They could all be easily adapted by the teacher if access to computer technology is limited. SOCIAL SCIENCE RESEARCH SKILLS PROGRESSION
1
Social Science Research Continuum - Grade 9 to Grade 12
Gr9/10 / Grade 11 / Grade 12Using Research Methodology
•identify the process involved in social
science research
•conduct research on a family/nutrition issue using a wide variety of sources
•conduct research using surveys and interviews
•prepare simple research questions
•design brief surveys using mostly closed ended questions
•survey samples from within class or
school or immediate family
•prepare and conduct brief interviews
•record all data obtained through research / Using Research Methodology
•identify and employ the steps involved
in the social science research model
•use a wide variety of research sources during the investigation of an issue
•employ a wide variety of primary methods of data collection; surveys, interviews, observation, participatory observation, action research
•pose research questions to frame inquiries
•distinguish between key and supporting
issues
•design surveys using closed and open ended questions
•survey samples from within class or school or immediate family
•prepare and conduct interviews
•record all data obtained through research / Using Research Methodology
•identify and use appropriate methods of social science research to investigate issues
•select and access secondary sources reflecting a wide variety of viewpoints
•consider, choose and conduct the most appropriate method of primary research
•formulate and test research hypothesis using closed and open-ended questions
•design more detailed questionnaire both in
length and in content
•conduct interviews to allow for a more in-depth investigation of an issue
•select survey samples from a wide variety in the Canadian community
•representative sample used in research
•accurately record all data obtained through research using a variety of methods
Social Science Research Continuum - Grade 9 to Grade 12 (continued)
Organizing and Analysing Information
•create graphs using computer software
•create a variety of styles of graphs by hand
•compare results of surveys and interviews with data from other sources and form conclusions
•distinguish between fact and opinion
•define the terms: validity, reliability, accuracy, bias and relevance and begin to evaluate sources
•analyze results of primary research using one variable / Organizing and Analysing Information
•using spreadsheets to create graphs
and charts to organize information
gathered through primary research
•interpret charts, graphs and statistical
data
•differentiate between research evidence
and opinion
•compare results of surveys and inter-views with data from other sources and form conclusions
•evaluate secondary sources for relevance, bias, accuracy, validity, and authority
•analyse results using more than one variable / Organizing and Analysing Information
•using spreadsheets to create graphs and charts
•create graphs to compare data using more than one variable
•demonstrate a command of current technology to present data collected
•interpret charts, graphs and statistical data
•differentiate between research evidence and opinion
•examine results of primary research and compare to secondary research
•outline implications of research
•evaluate the validity and reliability of information
•evaluate current information for bias, stereotyping, ethnocentricity
•analyse results using more than one variable
Communication of Information
•record key information from secondary sources using own words
•document sources using correct bibliographical form
•write a brief research report using headings to guide writing
•communicate information in a variety
of formats (i.e. posters, newspaper
article, graphs, charts, diagrams, oral presentations, essay, report) / Communication of Information
•correctly use terminology related to topic
of study
•document sources using APA Style of Citation
•record key data using a variety of methods
•organize information, using headings and
subheadings
•communicate information in a variety of formats (i.e. posters, newspaper article, graphs, charts, diagrams, oral presentations) / Communication of Information
•correctly use terminology related to topic of study
•document sources using APA Style of Citation
•demonstrate effective command of current technology to produce & communicate information and data
•demonstrate effective use of multimedia (e.g. Power Point) presentations
•presents an independent study research paper of 1500 to 2000 words
•demonstrate ability to write a variety of types of research papers (e.g. research, thesis, position paper, reaction paper, literature review)
1
TEN STEPS IN SOCIOLOGICAL INVESTIGATION
A typical project in sociology will include each of the following ten steps.
1. Define the topic of investigation:
Being curious and looking at the world sociologically can generate ideas for social research anywhere. The issue you choose to study is likely to have some personal significance.
2. Find out what others have learned about the topic:
You are probably not the first person to develop an interest in this particular issue. Spend time in the library and see what theories and methods researchers have applied to your topic in the past. In reviewing existing research, note problems that may have come up before.
3. Specify the research question:
Are you seeking to explore an unfamiliar social setting? To describe some category of people? To investigate cause and effect among variables? If your study is exploratory, or descriptive, identify whom you wish to study, where the research will take place, and what kinds of issues you want to explore. If it is explanatory, you must state the hypothesis to be tested and carefully operationalize each variable.
4. Access the requirements for carrying out the research:
How much time and money will the research require? What special equipment or skills are necessary? How will you do the work yourself? You should answer all these questions before beginning to design the research project.
5. Consider ethical issues:
Not all research raises ethical issues, but you should be sensitive to this throughout your investigation. Could the research harm anyone? How might you design the study to minimize the chances of harm? Is confidentiality promised? If so, how is this ensured?
6. Devise a research strategy:
Consider all major research strategies as well as innovative combinations. Keep in mind that the appropriate method depends on the kinds of questions you are asking as well as the resources available to support your research.
7. Gather the data:
The way you collect data depends on the research method you choose. Be sure to accurately record all information in a way that will make sense later. Remain vigilant for any bias that may creep in to your research.
8. Interpret the data:
If your study involves a specific hypothesis, you should be able to confirm, reject or modify the hypothesis based on the data. In writing your research report, keep in mind that there may be several ways to interpret the results of your study, consistent with different theoretical paradigms, and you should delve into them all.
9. State your conclusions:
As you write your final report, specify conclusions supported by the data. Consider the significance of your work both for sociological theory and for improving research methods. Of what value is your research to people outside of sociology? Finally evaluate your own work, noting problems that arose and questions left unanswered. Note ways in which your own biases may have coloured your conclusions.
10. Share your results:
Make a presentation to the class; share with peers or with those who were willing to provide primary data for you. The important point is to share what you have learned with others and to let others respond to your work
Macionis, John J. & Linda M. Sociology. (1999). Scarborough, Ontario: Gerber Prentice Hall Allyn and Bacon.. This material has been reproduced with the permission of Pearson Education Canada
SOCIAL SCIENCE RESEARCH MODEL
STAGE I Defining question…
Preparing
For
Research
STAGE II Locating information…
Accessing
Resources
STAGE III Evaluating information…
Processing
Information
STAGE IV Presenting information…
Transferring
Learning
Adapted from:
Inquiry and Research http://www.accessola.org/action/positions/info_studies/html/research.html
TYPES OF RESEARCH PAPERS
In general, secondary level social science students write three types of research papers:
1. INFORMATIVE
The purpose of an informative research paper is to gather and summarize facts in order to inform the reader. This type of paper indicates how well a student has learned to conduct research, think critically (determine what is important and what is not) and organize information into a clearly defined statement.
Informative Papers are commonly used in Business and Science Courses but may be used in other courses as well.
Example: “Report information gathered from an existing database on the process of digestion, absorption, and metabolism of food, and on the caloric intake of individuals” (Coded Expectation PR1.03 from HFA4M)
2. ANALYTICAL
In an analytical research paper (also known as a research essay), the writer researches to become an expert on a topic so that he/she can restructure and present the parts of the topic from his/her own perspective. When entering the research stage, the writer will not have drawn any kind of conclusions about the topic. Instead, the writer prepares a research question to narrow the research focus. The writer must survey current views on his/her topic and critically read, think and evaluate all sources. In an analytical paper, both primary and secondary sources function as possible answers to the research question. The writer should be able to contribute his/her own thoughts and draw his/her own conclusions on the topic after thorough research. If the writer adds primary research and writes in the form of a journal article, this paper becomes a research report.
Analytical Papers are commonly written in Social Sciences and Humanities and English.
Research Question: “What factors contribute to consumer satisfaction with apparel for people of various ages, engaged in a variety of activities?” (Coded Expectation CF2.02 from HNB40B)
Example: The “analysis of factors that contribute to consumer satisfaction with apparel for people of various ages, engaged in a variety of activities” could lead the writer to conclusions about the effect of “easy access” clothing on an older adults’ sense of independence.
3. ARGUMENTATIVE
In an argumentative research paper, the writer takes a stand on an issue and uses evidence found in his/her research to back-up his/her stance. The writer’s stance becomes a debatable statement known as his/her thesis. The argumentative research paper is written around the writer’s point of view in contrast to the analytical research paper that is written around the research question. In an argumentative paper, both primary and secondary sources act as evidence to back of the thesis statement.
The argumentative research paper may take on two forms:
· Taking a position (position paper) on an issue and then researching others who agree and disagree with the stand. A position paper allows you to define and defend a position. It presents one side of a controversial issue and tries to persuade its audience to take that side. Position papers should be as unbiased (objective) as possible. They are always supported using logic, facts, and/or expert opinion(s). Emotion-based (subjective) arguments should not be used in position papers. In this form, students will have to anticipate the objections of others and make concessions.