13.2: The Classroom Lecture and Activity
- Page ID
- 248698
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)SLO: Conduct inquiry-based research by formulating research questions, identifying a variety of sources (e.g., utilizing internet and library resources, such as scholarly sources), and evaluating and integrating sources into writing, including using sources as evidence in researched arguments.
RESEARCH PROCESS
Now that you have some preliminary knowledge about your topic, including questions and experts in the field, you can create the inquiry question that will be the foundation of the rest of your research. If you are doing this lesson and haven’t had a chance to look up some initial information about your research topic, do that now before moving forward. In your research notebook, make a list of questions about your topic. If you find it difficult to come up with at least ten questions, you might consider switching topics. If you have any closed ended questions on your list, lookup the answers to help get a bit more information.
To finalize your research question, you will need to take some of your smaller questions from your list and combine them. Then, you can edit the words to make sure they make sense. It is important to write your research question out in your research notebook since you will need it throughout the research process. The main thing to remember is that a regular question has a simple answer, but a research question is used to explore and has multiple answers which could lead to other questions. Th eanswers you find will also help you make a better, informed thesis.
Classroom Activity
What types of Questions should you be asking?
As you start to put together your final draft of your research question, you should think about any other perspective that you could be missing. It is important to think about your topic from several different angles so that you have key words to find sources. In order to do this, you should consider the difference between a regular question and a research question, the smaller questions you have from your lists, and any questions posed from the experts you learned about in your initial research phase.
Below is one way to help you get to a final research question. The chart uses different lenses or categories to reconsider questions about a topic.
As a class, a group, or on your own, see if you can come up with additional questions to add to this list using the topic provided or using City Colleges of Chicago as a focus.
Types of Research Questions
|
Type and Sentence Starter |
Impacts of living in Chicago |
|
Policy -This is when you consider the laws, guidelines, rules, or even unsaid rules about an issue. What should be done about____? |
What should be done about unfair housing practices in the City of Chicago? |
|
Hypothesis -This is when you give an educated guess about what is going on. The answer can even come initial articles that you have read. What is the best explanation for____? |
What is the best explanation for uneven distribution of resources Chicago Public Schools? How did the community areas become cultural hubs? |
|
Relationship -Think about connections, links, and cause and effect type of relationships within your topic. What is the relationship between_______And______?
What might be the cause of _______? |
What is the relationship between low income housing, food deserts, and poorly resources schools? What might be the cause of school closings on the south and west side of the city? |
|
Interpretation- This deals with the many ways people have defined an issue. Since experiences are different, there can be different interpretations. What might ___________mean? |
What might food desert mean? What does economic mobility look like in Chicago? |
|
Value - This deals the importance on a certain issue to a certain group of people. How good is________? |
How good is a certain neighborhood or community? How good is the access to resources throughout the city? |
|
Claim -What conclusions have been drawn by experts already exploring the issue? What does the evidence about__________suggest? |
What does the evidence about unfair housing policing and segregation suggest? |
Final Research Question: Based on the information in the chart, this is what a final research could look like.
How does living in Chicago affect cultural identity, educational opportunities, economic mobility, and food access? How is Chicago politically structured and how have policies shaped the lives of its’ citizens today?