The Steps to the Research Cycle

Module Five

Rationale:

The Research Cycle provides the steps needed to plan and conduct meaningful research. The Cycle emphasizes information problem-solving skills needed for success with the Internet and other information resources during each stage.

Exploration:

Read the steps of the Research Cycle listed below in order to see how a project should develop as a team exploration.

Note: The video for this lesson is still being developed. While watching the video of a classroom of fifth graders, at Birchwood Elementary, using the research cycle, observe each of the steps.

Step 1: Questioning

The student clarifies what new insight is required. What problem needs solving? (How do we protect the timber industry and the timber?) What decision or choice needs making? (Where should we hold the next Olympics?) What data and insight are required to shed light on the main question? What are the smaller questions which will help create an answer to the primary question? What does the student already know? What is missing? What does the student not know?

Step 2: Planning

The student takes the questioning and begins to develop information-seeking strategies. Where might the best information lie? What sources are likely to provide the most insight with the most efficiency? Which resources are reliable? What steps will be required to protect against bias and develop a balanced view? How might technology (database? word processing file?) be employed to collect and organize findings once the gathering begins? How might such devices be structured to support powerful sorting, sifting and synthesis later on?

Step 3: Gathering

At this point, the various sources, one of which might be the Net. If the planning has proceeded well, the time on the Net may be limited by direct hits produced by careful selection of good information sites. It is essential that students save good information as they gather, anticipating the next stage in the way they begin to set aside the best insights in a database or word processing file reserved for information gems of various kinds.

Step 4: Sorting

The student may gather as many as 400 pages with each brief visit to the Net. This stage in the cycle requires systematic scanning of data to set aside that which will contribute to insight. The student sorts and sifts the information much as a fishing boat must cull the harvest brought to the surface in a net. The student is looking for information which contributes to understanding.

Step 5: Synthesizing

In a process akin to jigsaw puzzling, the student arranges and rearranges the information fragments until patterns and some kind of picture begin to emerge. Synthesis is fueled by the tension of a powerful research question.

Step 6: Evaluating

Early attempts at synthesis usually produce some frustration and a sense that the researcher needs to return for more information. The early shape of the puzzle suggests missing pieces which the researcher could not have pictured when originally planning the research. The student asks what more is needed. The cycle kicks in once more as questioning intensifies and leads to planning and more gathering. After several cycles, if the picture is reasonably complete, the evaluation stage suggests an end to the research cycle. It then becomes time for the reporting and sharing of insights - a related but somewhat separate stage.

After the initial gathering and evaluation of your information, it is usually necessary to repeat the cycle to gather more information and complete the investigation.

Repeat Process!

questioning (before)
planning (before)
gathering
sorting & sifting (after)
synthesizing (after)
evaluating (after)
reporting

Activity: Group discussion of how these stages might work for a team of students trying to decide which city in New England their families might select as a new home.

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Revised 4/1/99