aspire to innovate appreciating the research procedure

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

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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

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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


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

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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

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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

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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

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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.


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

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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.


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.


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.


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

aspire to innovate appreciating the research procedure

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