aspire to innovate appreciating the research procedure
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8/13/2019 ASPIRE to INNOVATE Appreciating the Research Procedure
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By the end of the session, the participants are able
to:
Cognitive:
1. Analyze scenarios in the activity and come up with solutions to
solve it
2. Explain the importance and utility of the scientific method
3. Differentiate the scientific method from other ways of knowing
4. Identify the basic components involved in the scientific
method
5. Determine the strength of the application of the scientific
method in testing assumptions, as well as, its limitations
6. Develop critical thinking and problem solving skills through
active exploration of concepts and methods in various
activities
Affective:
7. Appreciate the significance of research in improving the
teaching-learning process
8. Recognize the value of developing their research skills
9. Realize good research practices in arriving at a reasonably
sound conclusion invaluable in the field of education
10. Foster responsible learning in a knowledge-based society
through critical examination of available facts and evidence
Psychomotor:
11. Use creative presentation techniques in demonstrating the
reasons behind the occurrence of a problematic situation
12. Formulate a testable hypothesis to explain a set of
observations
13. Verbally state the strengths of the hypothesis based on a
viable assumption
Topic slides
Timer LCD projector Computer unit with MS PowerPoint 2003 and multimedia
player
Computer speakers Whiteboard Whiteboard markers Whiteboard eraser
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Aspire to Innovate
Slide 1 of 34
Aspire to Innovate
Slide 2 of 34
Video Clip 2: Wrong Assumption Copies of the four (4) scenarios for the CSI Activity printed and
pasted on colored papers (one color per scenario)
Prizes for the CSI activity Pentel pens Manila papers Masking tape Pair of scissors Spool of thread/yarn (3 ft. x 10 pieces) Worksheet 2: String Exercise Worksheet 3: My Educational Research
The trainer prepares the printed copies of the different scenarios with
pre-assigned techniques to be used for the teaser.
SESSION 1 (Time Frame: 3 hours)
The topic will revolve around ASPIRE TO INNOVATE: Appreciating The
Research Process. The discussion will involve Nature of Research
Process, Ways of Knowing and the Scientific Method.
This will be the suggested flow of discussion:
1. Video Showing: Wrong Assumption (10 minutes)
The trainer begins the module by saying that coaching is a
collaborative, problem-solving process that helps studentsachieve their academic and personal goals. It is a two-pronged
process that while it addresses the academic needs of the
students, it also provides the faculty members with reliable
data that can be used as bases for designing strategies and
intervention programs.
These data could be further examined and analyzed through a
scientific process called research, thereby encouraging faculty
members to engage in such academic undertaking.
The focus of this module will be on research.
The trainer introduces the topic through a short video
presenting the necessity of undertaking an investigation in
order to understand ones immediate environment leading to
enlightenment. The said video serves as the springboard in
introducing the topicThe Nature of Research.
The video shows that unverified assumptions may lead to
misinterpretations of fact or truth. The first activity has
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Aspire to InnovateSlide 3 of 34
Aspire to Innovate
Slide 4-5 of 34
One hot April afternoon you enter into anold mansion and find two bodies lying on thefloor. You recognize the dead bodies of Monico and Monica and neither of them have
any clothing on. They are surrounded bypuddles of water and broken glass. You lookaround and see that the 7-foot window isopen and the curtains are blowing in thebreeze generated by the thunderstorm thatjust passed. How do you think did they die?
Aspire to Innovate
Slide 6-7 of 34
Ben and his son were rock climbing in Mt.Apo when they slipped and fell. The man waskilled, but the son lived and was rushed to ahospital. The old surgeon looked at theyoung man and declared, I cant operate onthisboy, he is my son. How can this be?
something to do with making assumptions and how they will
affect such fact or truth.
[Refer to Aspire to Innovate
Slides 1-2 of 34]
2. Teaser: CSI (30 minutes)
The trainer conducts the CSI activity by following these steps:
Participants are divided into four (4) groups. Arepresentative from each group is asked to pick a
color coded card containing a specific scenario with a
pre-assigned technique (news reporting, role play,
storytelling and graphic organizing) that they will
employ in their presentation.
Each group is tasked to brainstorm for possiblesolutions called for in the particular scenario
assigned to them. Members of the group are given
12 minutes for the brainstorming activity.
The representatives from each group are to presenttheir solution according to the technique provided
for the scenario.
The trainer may decide to award a prize to the groupthat can give the correct or closest answer.
Scenario 1: (Technique: News Report)
One hot April afternoon you enter into an old mansion and
find two bodies lying on the floor. You recognize the dead
bodies of Monico and Monica and neither of them have any
clothing on. They are surrounded by puddles of water and
broken glass. You look around and see that the 7-foot windowis open and the curtains are blowing in the breeze generated
by the thunderstorm that just passed. How do you think did
they die?
Materials: None
Correct answer: They suffocated. The storm winds blew open
the window, knocked their fish bowl off the table, and it
crashed onto the floor.
False assumption: That Monico and Monica were humans.
They were actually goldfish.
Scenario 2: (Technique: Role play)
Ben and his son were rock climbing in Mt. Apo when they
slipped and fell. The man was killed, but the son lived and was
rushed to a hospital. The old surgeon looked at the young man
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Aspire to Innovate
Slide 8-9 of 34
It is a stormy and snowy day.
There is a man dead inside a cottage.There are no windows and the only door islocked from the inside. There is no way in orout. The man has a stab wound. Finally,there is a puddle of water and blood next to
him. How did he die?
Aspire to Innovate
Slide 10-11 of 34
There is a cabin on the side ofa mountain.
Three people are inside and they are dead.How did they die?
Aspire to Innovate
Slide 13-17 of 34
How did you arrive to such
conclusion/solution? Enumerate the pieces of
evidence that led to your
assumptions?
Do you think that your
assumptions were valid? If
yes, why?
and declared, I cant operate on this boy: he is my son. How
can this be?
Materials: None
Correct answer: The old surgeon was the boys mother.
False assumption: That the surgeon was a man.
Scenario 3: (Technique: Story Telling using Story Board)
It is a stormy and snowy day.
There is a man dead inside a cottage. There are no windows
and the only door is locked from the inside. There is no way in
or out. The man has a stab wound. Finally, there is a puddle of
water and blood next to him. How did he die?
Materials: Manila paper and pentel pen
Correct answer: He stabbed himself with an icicle.
False assumption: He slipped on the floor.
Scenario 4: (Technique: Graphic Organizer)
There is a cabin on the side of a mountain. Three people are
inside and they are dead. How did they die?
Materials: Manila paper and pentel pen
Correct answer: Their plane crashed. Cabin in this scenario
refers to an airplane cabin.
False assumptions: They were murdered inside the cabin.
After all the presentations, the trainer processes the activity
using the following guide questions:
How did you arrive to such conclusion/solution? Enumerate the pieces of evidence that led to your
assumptions?
Do you think that your assumptions were valid? If yes,why?
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Aspire to Innovate
Slide 18 of 34
Examples of educational concerns:
A Sociology teacher in STI College wonders if discussions are
more effective than lectures in motivating stude nts to learn
sociological concepts.
A Physical Education instructor is curious to find out whether
the ability in one sp ort correlates with ability in other sports.
An IT teacher likes to know which has higher level of
proficiency in computer programming ---regular students or
working students.
Aspire to Innovate
Slide 19 of 34
[Refer to Aspire to Innovate
Slides 3-17 of 34]
3. Transition: (5 minutes)
The trainer explains that the activity shows that one must not
rely too much on his/her intuitions, but must learn to testhis/her assumptions by conducting valid and scientific
research.
Just like in the classroom setting, the teacher should not rely
immediately on assumptions or hunches about his/her
students performance. These assumptions or hunches reflect
poor judgments that have serious repercussions on the
teaching-learning process. He/She must be equipped with the
knowledge on how to conduct appropriate research.
4. Theory Input: Nature of Research (35 minutes)
The trainer conducts a lecturette on the Nature of Research
and Ways of Knowing.
Nature of Research
The trainer starts with the following examples of educational
concerns:
A Sociology teacher in STI College wonders ifdiscussions are more effective than lectures in
motivating students to learn sociological concepts.
A Physical Education instructor is curious to find outwhether the ability in one sport correlates with ability
in other sports.
An IT teacher likes to know which has higher level ofproficiency in computer programming --- regular
students or working students.
The trainer asks the participants specific educational concerns
that they have encountered in their own classrooms.
Afterwards, the trainer stresses that such concerns may lead
one to explore possibilities in order to make sense of his/her
immediate reality.
Likewise, ones curiosity, a desire to find out how and why
things happen, including why people do certain things better
than others and behave in certain ways, may compel him/her
to gather pertinent information to that which confounds
him/her.
Intuition, reviewing books or magazine articles, examining past
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Aspire to Innovate
Slide 20 of 34
intuition
reviewing books or
magazines articles
examining past
experiences
observing colleagues with
relevant experiences
Aspire to Innovate
Slide 21 of 34
intuition
reviewing books or
magazines articles
examining past
experiences
observing colleagues with
relevant experiences
may be irrelevant or worst
misunderstood
printed sources of information
may contain no insight of value
ones experience may be too limited tounderstand the situation at hand
co-workers may not have
sufficient experience in
the subject matter
Aspire to Innovate
Slide 22 of 34
Aspire to Innovate
Slide 23 of 34
Sensory experience
Agreement with others
Expert OpinionLogic
experiences or observing colleagues with relevant experiences
represent only a few of possible things people use to get
information. The aforementioned indeed suggest possible
ways to proceed with finding solutions to some of lifes
challenges. However, the answers that may be derived from
such may not always be reliable.
Intuition may be irrelevant or worst misunderstood; printed
sources of information may contain no insight of value; co-
workers may not have sufficient experience in the subject
matter and ones experience may be too limited to understand
the situation at hand.
Hence, the knowledge encompassing scientific research is truly
significant for it offers a lens upon which accurate and reliable
information can be obtained.
The trainer then discusses usual ways of knowing and
perceiving things.
Ways of Knowing
Sensory experienceThis is taking in information from the world through
our senses. Using sensory experience, a faculty
member might visit an advanced placement English
class to see and hear what happens every session.
Although it gives needed information, a faculty
member should not always rely on his/her senses.
Many experiments in sensory perception have revealed
that ones senses cannot be trusted completely. Theycan deceive: The meat one tasted turned out to be frog
meat instead of chicken; the gunshot one heard was
actually a car backfiring; and the image of water one
saw on the road ahead was nothing but a mirage.
Limitations:
Sensory knowledge is unreliable; it is also incomplete.
The data one takes in do not account for all of what
he/she seems to feel in the range of human knowing.
Therefore, one cannot depend on his/her senses solely,
but must verify what he/she knows with other sources.
Agreement with OthersOne way of checking the veracity of information is
getting the opinion of others. One can determine the
authenticity and accuracy of his/her perceived
sensations by asking others: Isnt it cold in this room? It
smells like sauted garlic, isnt it? Do you hear the faint
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Aspire to Innovate
Slide 24 of 34
taking in information from the
world through our senses
Limitations: Sensory knowledge is unreliable; it is
also incomplete.
Aspire to Innovate
Slide 25 of 34
getting the opinion of others to
check the veracity of information
Limitations:
can still be wrong
those in the m ajority dont guarantee
the truth
Aspire to Innovate
Slide 26 of 34
consult experts in the field he/she is
interested in finding out
Limitations:
depends on the expert credentials and the
nature of the question about which they are
being consulted
experts can also be mistaken
no expert has studied or even experienced
all there is to know in a given field, and thus
an expert can never be totally sure
Aspire to Innovate
Slide 27 of 34
the capacity to reason things out, allows
him/her to use sensory data to develop a
new kind of knowledge
Limitations:
Still, there are instances when the
conclusion is guaranteed to be true, but
when the premises of such arguments are
analyzed, they reveal otherwise. Consider
the following example:
All STI College instructors drink wine.
Rowel is an instructor at STI College.
Therefore, Rowel drinks wine.
cry?
Limitations:
Although there is an advantage to know from others
whether they see or hear what one does, there is the
need to proceed with caution. The problem with suchcommon knowledge is that it, too, can be wrong. In
addition, those in the majority dont guarantee the
truth. Two witnesses to an accident may disagree to
what they believe was the cause of the accident.
Hence, other ways to obtain reliable knowledge is vital.
Expert OpinionOne could also consult experts in the field he/she is
interested in finding out. One is likely to believe a
person with a Ph.D. in Economics to know what makes
the economy tick or a cardiologist to talk about a cure
for a heart ailment.
Limitations:
One can consult experts, but it depends on their
credentials and the nature of the question about which
they are being consulted. Like all of us, experts can also
be mistaken. No expert has studied or even
experienced all there is to know in a given field, and
thus an expert can never be totally sure. All he/she can
do is just provide opinion on what he/she knows and
no matter how much this is, it is never all there is to
know.
LogicOften, one knows things because his/her intellect ---
the capacity to reason things out, allows him/her to use
sensory data to develop a new kind of knowledge. One
makes sense out of information presented to him/her
because he/she is able to associate previous with
present knowledge, to synthesize series of information,
to simplify complex ideas into understandable concepts
and to argue given finite sets of reliable data.
Limitations:
Still, there are instances when the conclusion is
guaranteed to be true, but when the premises of such
arguments are analyzed, they reveal otherwise.
Consider the following example:
All STI College instructors drink wine.
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Aspire to Innovate
Slide 28 of 34
refers to a process undertaken by the researcher in
order to arrive at an acceptable conclusion
involves putting ideas, guesses or hunches to a
rigorous test to see if they hold up under more
controlled conditions
investigation requires:
following a systematic process
describing insufficient detail
publishing results to be replicated
Aspire to Innovate
Slide 29 of 34
Determine a problem of some sort.
Define more precisely the problem
to achieve clarity of purpose.
Attempt to find out what kinds of
information would solve the problem.
Decide on how to organize
the information obtained.
Interpret the results based on the
information collected and analyzed.
Rowel is an instructor at STI College.
Therefore, Rowel drinks wine.
The above example is a structurally-valid argument.
However, if one is to look into the composition or
substance of the premises, the argument turns out to
be false.
[Refer to Aspire to Innovate
Slides 18-27 of 34]
5. Transition: (5 minutes)
The trainer emphasizes that since false assumptions can both
influence ones perception and interpretation of natural
phenomena, an attempt to understand the truth, to minimize
the influence of bias or prejudice and test his/her assumptions
are vital; hence, the need for a scientific method.
6. Theory Input: Introduction to Scientific Method (25 minutes)
The trainer conducts a lecture on the Scientific Method.
The Scientific Method
This refers to a process undertaken by the researcher in order
to arrive at an acceptable conclusion. Scientific Method
involves putting ideas, guesses or hunches to a rigorous test to
see if they hold up under more controlled conditions. This
means that the aspect of the investigation requires:
following a systematic process describing insufficient detail publishing results to be replicated
The Scientific Method can be outlined into five (5) distinct
steps:
1. Determine a problem of some sort.It is important to identify that which disrupts oneslife
or normal routine. A problem can be that which
causes disturbance or something that results to
unexplained discrepancy. For instance, more and
more students fail in their major exams or fewer
learners graduate every year.
2. Define more precisely the problem or the questions tobe answered, to become clearer about exactly what
the purpose of the study is.
It is crucial that one thinks through what encompasses
his/her study. For example, if one is interested in
studying humanistic classrooms, he/she must clarify
what he/she means. Ambiguity must be avoided in
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Aspire to Innovate
Slide 30 of 34
Breaking Free!
Aspire to Innovate
Slide 31 of 34
Solution
One person should take their
string and in the middle of it,
make a loop.
On top of the other persons
wrist, take your loop and slide it
UNDER the other persons loop.
Once it is on the other side of the
loop, continue to pull it through
and lower it beneath the other
persons hand.
Once it is under their hand, if you
just pull away, you are free!
Processing
How many attempts did youmake before you solved the
problem?
What methods did you
devise to untangle
yourselves?
Which of the methods you
have made did you accept?
What conclusion did you
arrive at?
posing research questions.
3. Attempt to find out what kinds of information wouldsolve the problem.
This entails two possibilities: study what is already
known or carry out a new research. In order to do this,
one must be familiar with various ways of obtaininginformation. Later, the investigator discards those
which do not offer support to his/her claims.
4. Decide on how to organize the information obtained.An individual engaged in research must know how to
handle the questionnaire and/or the observational
information obtained.
5. Interpret the results based on the informationcollected and analyzed.
The researcher provides insightful remarks on his/her
findings and links it to previous studies that provide
support his/her claim/s.
[Refer to Aspire to Innovate
Slides 28-29 of 34]
7. Activity: Worksheet 2 -String Exercise (35 minutes)
The trainer starts the succeeding lesson by getting the
participants involved in an activity while reinforcing the
process and idea about the scientific method.
The participants are divided into small groups witheach group having four (4) members.
A pair of members from each group is identified andgiven two (2) strings of thread with a length of
approximately three (3) feet.
The remaining members are asked to tie the ends oftheir pairs strings into loops; big enough to put their
hands into the loops but small enough that the string
will not continuously fall off.
Next, the aforementioned members of the group shallbe requested to tie the string on their colleagues
wrists such that it resembles handcuffs with about
two feet of the string in between each of the
participantshands.
Moreover, the other member of the pair is to placeone loop around one of his/her hands, place the
remaining string over or directly above that which is
between his partners wrists then gently pulls the end
of the said string and loops it around his free hand.
The string is placed between the pairs body and theirconnected hands. The paired members must devise a
plan to separate themselves from each other without
removing the tied string from their respective wrists.
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With the help of the remaining group members theywill write out ideas on what they think would be the
best way to solve their predicament using Worksheet
2 (they will unknowingly apply the first two steps of
the scientific method).
Using their assumptions, they will attempt to untanglethemselves by the methods they have devised andwritten during the conceptualization stage.
After the participants have tried and tested theirguesses, they are to finish their method by either
accepting or rejecting their assumptions.
Solution:
1. One person should take their string and in themiddle of it, make a loop.
2. On top of the other persons wrist, take your loopand slide it UNDER the other persons loop.
3. Once it is on the other side of the loop, continueto pull it through and lower it beneath the other
persons hand.
4. Once it is under their hand, if you just pull away,you are free!
The trainer processes the activity by asking the following guide
questions:
How many attempts did you make before you solvedthe problem?
What methods did you devise to untangle yourselves? Which of the methods you have made did you accept? What conclusion did you arrive at?
The participants are also asked whether they were successfulor not in utilizing their formulated assumptions. The trainer
then explains the activitys significance in relation to the
teaching-learning process.
[Refer to Aspire to Innovate
Slides 30-31 of 34]
8. Transition:(5 minutes)
The trainer explains that such activity reflects the same
challenge teachers find themselves in. Teaching is such a
complicated process that, often, teachers feel that they areimmersed in an almost inextricable or hopeless situation (i.e.
improving students learning, critical thinking, communicative
and logical reasoning skills). However, with application of keen
observation and systematic gathering of needed information, a
complicated problem is reduced to an easily resolved task for
the teacher finds appropriate means to attack a particular
situation. This may explain why each and every educator is
likened to a cunning detective evident in mystery stories.
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Aspire to InnovateSlide 32 of 34
Observe
Research
Hypothesize
Test
Conclude
Imagine yourself coming home after a stressful dayof work. Then, you observed that the electric lights
are out in your home.
You researched and find the possiblereasons for this occurrence.
You now hypothesize. Hypotheses are possibleexplanations for a possible problem orphenomenon.
Then you test it. This entails weeding outinformation that is irrelevant to that obtained.
You conclude after all pieces of evidenceare taken into consideration.
Scientific Method in solving everyday problems
Like investigators, teachers decipher the clues and try to figure
out a logical explanation for what happened, how it happened
and above all who is involved. Hence, teachers almost always
engage themselves in the scientific method unknowingly.
9. Theory Input: The Scientific Method - continued (25 minutes)
The trainer gives a detailed lecture about the scientific method
and the steps needed to collect data in order to minimize
subjectivity and construct an accurate representation of the
world.
The Scientific Method
As mentioned earlier, the scientific method is basically an
organized way to investigate a phenomenon of interest in
order to find out why something happens the way it does. To
reiterate, the scientific method starts with a problem or
question. This can be identified or raised through observation
and description of a phenomenon or a group of phenomena.
What comes next is the need to define more precisely the
problem or question to be answered. This is made easy by
conducting background research. Visiting the library or
searching through the internet are only some of the numerous
ways an individual can employ to find more about a problem
that was raised.
Immediately after learning more about the problem is coming
up with an educated guess and attempting to determine what
kinds of information would solve the problem. Then, the
formulated assumption shall be rigorously tested whether trueor otherwise. Finally, interpreting and concluding the results
based on collected and analyzed information will be made.
The Scientific Method can be summarized in five words
Observe, Research, Hypothesize, Test and Conclude.
Lets put the scientific method in solving everydayproblems.
Imagine yourself coming home after a stressful day of work.
Then, you observed that the electric lights are out in your
home. You researchedand find the following possible reasons
for this occurrence.
You now hypothesize. Hypotheses are possible explanations
for a possible problem or phenomenon. Simply put, a
hypothesis is a prediction of the most likely outcome of ones
actions.
You didnt pay your electric bill. There was a whirlwind that came out of nowhere.
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The other appliances overloaded a circuit.Then you test it. This entails weeding out information that is
irrelevant to that obtained. Afterwards, you concludeafter all
pieces of evidence are taken into consideration.
You didnt pay your electric bill. Call the electric company. Dont pay your bill again next month
There was a whirlwind that came out of nowhere. Look at the surroundings. Call your neighbor.
The other appliances overloaded a circuit. Check the circuit box breaker.
Lets have a very familiar situation.
You conduct a test to your students to see whether they did
understand the topic you recently discussed. Then, you
observed that almost three-quarters (3/4) of your students
failed in the exam. You researched the possible reasons for
such occurrence.
You now hypothesize, test and conclude after careful
examination of all presented possibilities.
The method you used in discussing concepts was veryteacher-oriented.
The terms or concepts you included in the examconfused them.
The time you allotted to give the exam wasntsufficient.
The method you used in discussing concepts was veryteacher-oriented.
Re-discuss the topic and allow students to work ingroups allowing collaboration and free exchange
of subject-related ideas. Verify if students grasp the topic by asking
thought-provoking questions that check thorough
understanding and stimulate critical thinking.
Provide alternative fun-filled activities to re-energize students interest and to reinforce
knowledge.
The terms or concepts you included in the exam
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Aspire to Innovate
Slide 33 of 34
we must not rely on assumptions or hunches alone in
making decisions
we must have a good understanding of research to help us
with our task of responsibly educating learners
we must neither simply accept nor rigidly adhere to
oversimplified solutions to very complex problems
we must keep a keen and observant mind in order to obtain
updated, reliable, and relevant information on existing
phenomena which can lead to sound educational decisions
Aspire to Innovate
Slide 34 of 34
confused them.
Put technical terms in context or offer examplesin the exam that will further elucidate the idea.
Make sure to include concepts that wereexplained during the discussion.
The time you allotted for the exam wasnt sufficient. You inform students at least 2 days before the
scheduled exam to give them ample time to
review.
During the exam period, allocate reasonable timefor students to finish or complete the given test.
[Refer to Aspire to Innovate
Slide 32 of 34]
10. Generalization/Closure: (5 minutes)
The trainer ends the session by emphasizing that one should
not rely on assumptions or hunches alone in making decisions.
Assumptions or hunches reflect poor judgment that may have
repercussions in the teaching-learning process, especially in
imparting knowledge to our learners. Hence, a good
understanding on research can help teachers proceed with
their task of responsibly educating learners, since a systematic
investigation of problems that beset them allows discovery or
establishment of facts grounded on principles they can use to
strengthen students knowledge and skills.
The trainer refers back to the activity undertaken and placesheavy emphasis on the importance of conducting scientific
method in testing assumptions. He/She adds that there are no
fixed answers to particular questions and that being educators
and honers of human intellect, one must neither simply accept
nor rigidly adheres to oversimplified solutions to very complex
problems.
Our society and the world we live in are ever-changing. This
dynamic progression means that there certain things that are
not constant. Our previous beliefs at one point in time may no
longer be true the next. Being that as it may, it is therefore an
educators job to keep a keen and observant mind in order to
obtain updated, reliable and relevant information on existing
phenomenon/phenomena which can lead to further
understanding and sound educational decisions.
The trainer concludes the session by citing a quotation from
William Hazlitt.
Great thoughts reduced to practice become great acts.
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This quotation shows that we should not end with having great
ideas but rather, putting these ideas into action. The same is
true with research, it starts with a simple idea or question that
drives a person to find answers his/her questions.
[Refer to Aspire to InnovateSlides 33-34 of 34]
Fraenkel, J. and Wallen, N. (2006). How to Design and Evaluate
Research in Education. NY: McGraw Hill.
http://www.indiana.edu/~ensiweb/lessons/falsas11.pdf
http://mypages.iit.edu/~smile/bi9208.html
www.youtube.com/watch?v=jnuULmbon14
http://www.indiana.edu/~ensiweb/lessons/falsas11.pdfhttp://www.indiana.edu/~ensiweb/lessons/falsas11.pdfhttp://www.indiana.edu/~ensiweb/lessons/falsas11.pdf
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