Q3-PracRes Flashcards
(151 cards)
1
Q
A learning process that motivates you to obtain knowledge or information about people, things, places, or events.
A
Inquiry
2
Q
activity that boils down to asking questions
A
Inquire
3
Q
It allows you to shift from one level of thought to another.
A
Inquisitive thinking
4
Q
A type of learning started from asking a question
A
Inquiry-based learning
5
Q
theory of John Dewey’s
A
Theory Connected Experiences for Exploratory and/or reflective thinking
6
Q
author of Theory Connected Experiences for Exploratory and/or reflective thinking
A
John Dewey’s
7
Q
theory of Levvy Gotsky
A
Zone of proximal development stressed the essence of provocation and scaffolding in learning
8
Q
author of Zone of proximal development stressed the essence of provocation and scaffolding in learning
A
Levvy Gotsky
9
Q
theory of Jerome Brunner
A
Theory for Learner’ varied world perception for their own interpretative thinking in people and things around them
10
Q
author of Theory for Learner’ varied world perception for their own interpretative thinking in people and things around them
A
Jerome Brunner
11
Q
Benefits of IBL
A
-Elevates interpretative thinking skills through graphic skills
-Improves student-learning abilities
-Widens learners’ vocabulary
-Facilitates problem-solving acts
-Increases social awareness and cultural knowledge
-Provides mastery of procedural knowledge
-Hastens conceptual learning
-Encourage higher-order thinking skills
12
Q
Top-level thinking strategies
A
Interpreting
Synthesizing
Creating
Criticizing
Analyzing
Appreciating
13
Q
Interpreting
A
own understanding
14
Q
synthesizing
A
rebuilding ideas
15
Q
creating
A
highest form of education
16
Q
criticizing
A
looking at the positive and negative points
17
Q
analyzing
A
breaking things down
18
Q
appreciating
A
acknowledging good points
19
Q
importance of research
A
- Provides scientific basis
- Continues development and further productivity in any field
- Develops tools for assessing any practice and operation effectiveness
- Provides solutions to problems concerning almost all issues encountered in the different areas of work
- Impacts decision-making
- Develops and evaluates alternative approaches to the educational aspects of any discipline
- To advance the personal and professional qualifications of a practitioner
20
Q
Characteristics of research
A
Systematic
Objective
Feasible
Empirical
Clear
21
Q
There is a system in formulating its parts. (characteristics of research)
A
Systematic
22
Q
Research should never be based on biases (characteristics of research)
A
objective
23
Q
Unusual phenomena may happen and can turn into potential problems
Achievable (characteristics of research)
A
feasible
24
Q
There should be supporting pieces of evidence and accompanying details for every variable used in the study. (characteristics of research)
A
empirical
25
The researcher should explain the choice of variables used in the study. Therefore, there must be sufficient indicators for each variable. (characteristics of research)
clear
26
Ethics
Honesty
Objectivity
Integrity
Carefulness
Openness
Respect for Intellectual Property
Competence
Social Responsibility
Confidentiality
Legality
Animal Care
Human Subjects Protection
27
ethics: report data honestly
honesty
28
ethics: keep promises
integrity
29
ethics: avoid bias
objectivity
30
ethics: care for errors
keep records
carefulness
31
ethics: share data and be open to criticism
openness
32
ethics: give credits honor patents
respect for intellectual property
33
ethics:maintain and improve competence
competence
34
ethics: promote social good
social reponsibility
35
ethics: protect personal info
confidentiality
36
ethics: proper respect and care for animals when using them in research
animal care
37
ethics: minimize harms and risks and maximize benefits
human subjects protection
38
rights of research participants
voluntary participation
informed consent
risk of harm
confidentiality
anonymity
39
Any person should not be coerced to participate in any
research undertaking.
Voluntary Participation
40
Prospective research participants must be fully informed
about the procedures and risks involved in the research.
informed consent
41
Participants should be protected from physical, financial,
or psychological damage; the principle of nonmaleficence
states that the researcher must avoid harm to the
participants of the study.
risk of harm
42
Participants must be assured that their identity and other
personal information will not be made available to anyone
who is not directly involved in the study.
confidentiality
43
The participants must remain anonymous throughout the
study, even to the researchers themselves.
anonymity
44
Categories of Intellectual property
industrial property
copy right
45
which includes patents (a government authority or license conferring a right or title for a set period, especially the sole right to exclude others from making, using, or selling an invention), trademarks, and industrial designs
industrial property
46
includes published works such as literary works, textbooks, reference books, and other artistic works such as creative design, film, music, radio broadcasts, and performance art.
copy right
47
certain situations where the use of copyrighted content is acceptable and constitutes "fair use" of intellectual property.
fair use
48
ethical standards in research
1. Findings should be reported with complete honesty.
2. Intentional misinterpretation, misinformation, and misleading claims must be avoided.
3. Appropriate credit should be given when using other people's work.
4. Plagiarism should be avoided by fully acknowledging all content belonging to others
49
things to consider in choosing a topic
interest
timeliness and relevance
limitations on the subj
breakdown general subj to small chunks of topic
enough resources
check references
personal resources
50
topics to avoid
controversial
highly technical
hard-to-investigate
too broad
too narrow
vague
51
title is also know as
research project
52
format of title
topic, scope, method
53
steps in writing a research title
-select a topic
-write a working title
-write a final title
54
types of research title
descriptive
declarative
research title with subtitles
interrogative
suggestive
humorous
combination
55
states subj, topic, design, purpose and method
descriptive/indicative title
56
shows main finding or results
declarative/informative titles
57
provide context to shorter the title
sets time and place understudy or the method used
Research tittles with subtitles
58
title in a form of question
makes the reader wonder what the answer might be
interrogative titles
59
slight ambiguous or overly brief to hint what the finding may be
suspense to the readers
suggestive titles
60
hopes to attract interest through humor
humorous/ colloquial title
61
combination of the types of title
combination title
62
it aims to increase your knowledge
based on application of the research method
63
used in concepts, principles and abstract things
pure research
64
aims to provide solution to problems
applied research
65
It depends on the purpose or goal: descriptive,
correlational, exploratory, expository or action.
based on the purpose of research
66
Defines or gives a verbal portrayal of a person, thing, event, group, situation, etc.
descriptive
67
It only indicates the existence of a relationship, not the cause-and-effect
correlational
68
Explains not only the relationship between the two factors but also the ways by which the factors exist.
Explanatory
69
finds out how reasonable or possible it is to conduct a research study on a certain topic. This may help you discover or trigger ideas and interest in a certain topic
exploratory
70
studies an on-going practice of a school or institution for the purpose of obtaining results that may bring improvements in the system
action
71
Requires non-numeric data; it uses words rather than numbers to express the results. It investigates people’s thoughts, beliefs, feelings, views, and lifestyles.
Qualitative Data
72
involves measurement of data. Findings rely on numbers or frequency of something. It uses decimals, fractions, percentages, ordinal numbers, and whole numbers, etc.
Quantitative Data
73
It is obtained through direct contact with persons, objects,
and surroundings.
Primary Data
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written and documented data that are available for reading, viewing, and listening purposes. They are not new and original-that is, they may have been documented beforehand
Secondary Data
75
Approaches to Research
scientific approach
naturalistic
triangulation
76
one can discover information on an impersonal manner. It allows control of variables. (approach)
Scientific or Positive Approach
77
Data are expressed through numbers. Thus this is used for QUANTITATIVE RESEARCHES (approach)
Scientific or Positive Approach
78
uses words to express data. Enables you to be directly involved with the data and speak of how people behave in their surroundings. (approach)
Naturalistic Approach
79
USED IN QUALITATIVE RESEARCHES (approach)
Naturalistic Approach
80
both approaches are used in collecting data and results are based on both perspectives (approach)
Triangulation Method
81
QualRes can offer the best light or best answers to certain phenomenon that cannot be answered by QuanRes (strength or weakness)
strength
82
Results are exhaustive: it digs below the surface (strength or weakness)
strength
83
Offers several avenues to understand phenomena, behavior, human conditions, etc. (strength or weakness)
strength
84
Builds theories based on consistent themes, categories, relationships and interrelationships (strength or weakness)
strength
85
Adopts a natural approach to its subject matter: based on what is found meaningful (strength or weakness)
strength
86
Instrumental for positive societal change (strength or weakness)
strength
87
Includes the researcher’s interest/experience/background in interpreting the study (strength or weakness)
strength
88
Subjectivity can happen: conflict between “personal self” and “researcher self” (strength or weakness)
weakness
88
Entails total immersion in the setting of the research: time consuming, tedious, resource draining (strength or weakness)
weakness
89
Difficulty in knowing the validity of the results (strength or weakness)
weakness
90
“Data overload” is possible (strength or weakness)
weakness
91
Types of Qual Res
-case study
-ethnography
-phenomenology
-content and discourse analysis
-historical
-grounded theory
92
Seeks to find answers why a thing happens to the subject
Case Study
93
A longtime study of a person, group, organization, or situation
Case Study
94
Study of a particular cultural group to get a clear understanding of its organizational set-up, internal operation, and lifestyle.
Ethnography
95
The researcher lives with the group for a long period of time
Ethnography
96
person who mediates and serves as the leader in ethnography
gatekeeper
97
Refers to the study of how people find their experiences meaningful
Phenomenology
98
Requires an analysis or examination of the substance or content of a mode of communication
Content and Discourse Analysis
99
A study of language structures used in the medium of communication to discover the effects of sociological, cultural, and ideological factors on the content
Content and Discourse Analysis
100
Examination of primary documents to understand the connection of past events to the present
Historical Analysis
101
Involves interviews of people who have had first hand experiences or knowledge or events of the past
Historical Analysis
102
takes place when you discover a new theory that underlies the study at the time of data collection and analysis
Grounded Theory
103
Emergent themes
Grounded Theory
104
A comprehensive review conducted with the desire to
summarize what is known.
Lit rev
105
It provides an overview of what has been written about a
specific topic.
Lit rev
106
SOURCES OF LITERATURE REVIEW
Journal articles
* Monographs
* Computerized databases
* Conference proceedings
* Theses and dissertations
* Empirical studies
* Government reports and reports from other studies
* Historical records
* Statistical handbooks
107
It provides a quick overview of current studies.
TRADITIONAL OR NARRATIVE
108
It synthesizes findings from other researches.
INTEGRATIVE
109
It synthesizes high quality empirical information to answer a given research question (protocols)
SYNTACTIC
110
It involves a broad research question that explores the
current evidence base.
SCOPING
111
CHARACTERISTICS OF A GOOD LITERATURE REVIEW
recent
objective
relevant
not too few not too many
112
steps in making rqs
Choose a broad topic
Do some Preliminary reading
Narrow down/find your focus
Identify research problem
Write your research questions
113
Characteristics of a good research question
Focused
Researchable - data driven
Feasible
Specific
Complex - Must dig deep and exhaust answers
Relevant
114
associated with qualitative study as related to validity and reliability.
Limitation
115
refers to boundaries of the study arising from the researcher’s decision to what to exclude.
Delimitation
116
refers to any characteristic with different values or traits that map vary across research participants.
Variables
117
are essential elements of a variable. It refers to the value assigned to a specific variables.
Attributes
118
essential characteristics of variable
-dependence
-mutually exclusive
-exhaustive
119
this refers to how the variable is considered in a cause-and-effect relationship.
dependence
120
This means that a participant or respondent cannot possess two attributes of a variable
mutually exclusive
121
this means that the researcher should consider all possible attributes of a certain variable.
Exhaustive
122
aspects of significance
Significance for Theory
significance of policy and practice
123
how the study fits into the theoretical traditions in science and applied fields
significance fortheory
124
types of rqs
-central\
-sub
125
The most general questions that can be asked
Central Questions
126
These questions subdivided the central question into more specific topical questions and are only limited in number
Sub-questions
127
types of synthesis
-explanatory
-argument
128
It presents facts in a reasonably objective manner. Explanations entail descriptions, sequence of events, and state of affairs.
explanatory
129
Enables you to present your own point-of-view supported by relevant facts from sources and presented in a logical manner.
argument
130
Techniques in Writing a Synthesis
-summary
-example
-2 or more reasons
-compare and contrast
131
parts of chapter 2
research design
local
participants and informants
instrument
data collection procedure
ethics
132
types of research design
case study
ethnography
phenomenology
descriptive
content and discourse analysis
grounded theory
133
the size/number of Research Participants in your study
sampling
134
a method of selecting units from a population using a subjective (i.e. non-random) method
Non-Probability Sampling
135
Choosing respondents at the convenience of the researcher
Convenience Sampling
136
Population is divided into classes or categories
Quota Sampling
137
Probability of being selected is known by the participant
Quota Sampling
138
Members of the population selected are not disqualified from being included in the results
Quota Sampling
139
The researcher uses their own “expert” judgement
Judgmental Sampling
140
The researcher uses the nth member after randomly selecting the first through nth element as starting point
Probability Sampling
141
A sample is drawn with an equal chance from all members of the population
Simple Random Sampling
142
Categorizing members of the population into mutually exclusive and collective exhaustive groups
Stratified Random Sampling
143
Groups are defined in order to maintain heterogeneity of the population
Cluster sampling
144
Clusters are representative samples of the population as a whole, then a random sample of clusters is drawn and the members of the chosen clusters are sampled
Cluster sampling
145
Selection is based on specific characteristics
criterion sampling
146
The whole population is used as the sample
Maximum Variation Sampling
147
Maximum Variation Sampling is also know as...
total enumeration
148
Seeking cases that differ from the dominant pattern
Deviant Case Sampling
149
Selection of participants with the same experiences
Homogenous Sampling
150
Primary Data Collection Techniques
Interview
Participant Observation
Focused Group Discussion/Interview
Observational Evaluation
Biography/Autobiography
Questionnaire
