Starting with research skills

Lessons 2 and 3
Secondary 1
Starting with research skills:
Lessons 2 and 3
 Lesson 2 Learning goals
To start to:
1) recognize different sources that can help me to
find out about a topic.
2) design a questionnaire to use in an investigation.
3) make simple predictions about what I think I will
find out in an investigation.
4) choose a suitable way of selecting, organizing and
recording what I find out.
 Discussion

How do you begin conducting a research?

(What should you do especially in the
beginnings & initial stages?)
How to begin conducting a research
1) Select a topic
2) Brainstorming to generate questions related to
the chosen topic. Use questions that require
investigation and exploration.
3) Use different types of sources: primary and
secondary sources
 Types of Sources
In Cambridge IGCSE Global Perspectives, primary and
secondary sources refer to different types of
information and materials that students can use to
conduct research and support their arguments.

1. Primary Sources:
Primary sources are original materials or firsthand
accounts that provide direct evidence of an event, topic,
or issue. They are created or produced during the time
period being studied and offer an immediate, unfiltered
perspective.
 Types of Sources
In the context of Cambridge IGCSE Global Perspectives, primary
sources can include:
a) Interviews: Direct interviews or firsthand accounts with
individuals who have direct knowledge or experience related to
the research topic.
b) Surveys and Questionnaires: Data collected through surveys
or questionnaires designed specifically for the research project.
c) Artifacts: Physical objects, documents, or records from the time
period or event being studied. Examples can include historical
documents, letters, photographs, or artifacts.
d) Observations: Personal observations made by the researcher in
real-time.
 Types of Sources
a) Speeches or Presentations: Transcripts or
recordings of speeches or presentations made by
individuals relevant to the research topic.
 Types of Sources
2. Secondary Sources
Secondary sources are materials that interpret, analyze, or discuss
primary sources. They are created after the event or time period
being studied and provide analysis, commentary, or summaries of
primary sources.

In the context of Cambridge IGCSE Global Perspectives, secondary

sources can include:
a) Books and Textbooks: Published works that provide analysis,
summaries, or interpretations of primary sources or events.
b) Academic Journals: Scholarly articles written by experts in the
field, providing analysis or commentary on specific topics.
 Types of Sources
a) Documentaries or Films: Audiovisual materials that
provide interpretations or analysis of events or topics.
b) Newspaper and Magazine Articles: Articles written
by journalists or experts that summarize or analyze
events or issues.
c) Websites and Online Resources: Online articles,
blogs, or websites that provide analysis, commentary,
or summaries of primary sources or events.
 Activities
1. Page 6: Prior learning and Starter activity
2. Page 7: Class discussion and Main activity Part 1
3. Page 8: Class discussion and Main activity Part 2
 Starter activity page 6
Suggested answers to question 1:
For the first question, you could find information about what
people who are old now learned when they were at school by:
➢Interviewing some elderly people and asking them about their
school experiences.
➢Searching for historical documents or books that describe
the education system in the past.
➢Visiting a museum or a library that has exhibits or collections
related to education history.
 Starter activity page 6
Suggested answers to question 2:
For the second question, you could find information about what
transport is the most popular way for learners to travel to our
school by:
✓Conducting a survey among the students and staff of your
school and asking them how they commute to school.
✓Observing the traffic around your school during peak hours and
counting the number of different types of vehicles or pedestrians.
✓Comparing the data from official sources such as the local
government or the transportation department.
 Starter activity page 6
Suggested answers to question 3:
For the third question, you could find information about the
average size of classes in schools in different countries by:
✓Searching for statistics or reports from international
organizations such as UNESCO or OECD that collect and
analyze data on education indicators.
✓Reading articles or blogs from educators or researchers who
have visited or studied schools in different countries and shared
their observations.
✓Contacting some schools in different countries and asking
them about their class sizes and teaching methods.
 Class discussion page 7
Suggested answers to question 1:
Here are some of the best methods:
1. Conduct interviews: Talk to people who have knowledge or
experience related to the question you're investigating. This could
include local residents, community leaders, professionals, or experts
in the field. Interviews provide firsthand insights and personal
perspectives.
2. Surveys and questionnaires: Create surveys or questionnaires
to gather information from a larger group of people. This method can
help you collect data and opinions from a diverse range of
individuals within your local community.
3. Research local publications: Look for articles, news stories, or
reports in local newspapers, magazines, or online publications that
might address or relate to your question. These sources can
provide valuable insights, statistics, or expert opinions.
 Class discussion page 7
4. Explore local resources online: Utilize online platforms,
community forums, or social media groups dedicated to your
local area. Engage with community members, ask questions,
and seek recommendations or information related to your
topic.
5. Conduct fieldwork or observations: If your question requires
firsthand observation or data collection, consider conducting
fieldwork in your local area. This could involve visiting specific
locations, conducting experiments, or documenting
observations.
6. Engage in community events or meetings: Attend local
community events, public meetings, or town hall sessions where
you can interact with community members, experts, or officials
who may have insights or information relevant to your question.
 Class discussion page 7
Suggested answers to question 2:
Finding the answer to a local question can differ from finding the
answer to a national or global question in a few key ways:
1. Scope of information: Local questions typically focus on a
specific area or community, whereas national or global questions
encompass broader regions or populations. As a result, the
pool of available information for local questions may be
more limited and centered around the specific locality.
2. Access to sources: Local questions often require engaging with
local individuals, organizations, or resources that are specific to
the area of interest. This may involve conducting interviews,
visiting local libraries or archives, or attending community events.
National or global questions, on the other hand, may involve
accessing broader databases, international publications, or
global experts.
 Class discussion page 7
3. Relevance and context: Local questions are closely tied to the
specific context and dynamics of a particular community or region.
Understanding the local history, culture, and circumstances
becomes important in finding relevant information and interpreting
the answers. National or global questions may require a
broader understanding of geopolitical factors, diverse
perspectives, and global trends.
4. Data availability: National or global questions often have more
readily available data and statistics due to the larger scale of
research and reporting. Government agencies, international
organizations, and research institutions may publish data sets and
reports that address national or global issues. Local questions
may rely more on firsthand observations, interviews, or
localized data collection efforts.
 Class discussion page 7
3. Impact and applicability: Local questions often have a direct
impact on the immediate community or region being studied.
The findings and solutions derived from investigating local
questions are more likely to be implemented at the local level.
National or global questions, on the other hand, may have
broader implications, policy considerations, or relevance
to multiple communities or countries.
 Class discussion page 7
Suggested answers to question 2:
Finding the answer to a local question can differ from finding the
answer to a national or global question in a few key ways:
1. Scope of information: Local questions typically focus on a
specific area or community, whereas national or global questions
encompass broader regions or populations. As a result, the pool
of available information for local questions may be more limited
and centered around the specific locality.
2. Access to sources: Local questions often require engaging with
local individuals, organizations, or resources that are specific to
the area of interest. This may involve conducting interviews,
visiting local libraries or archives, or attending community events.
National or global questions, on the other hand, may involve
accessing broader databases, international publications, or
global experts.
 Class discussion page 8

Question number 3 can be paraphrased as:

‘What are the advantages of collecting

and recording information using
questionnaires?’
 Class discussion page 8
Some of the advantages of collecting and recording information
using a questionnaire are:
- It can help you understand your customers better by asking them
relevant questions about their needs, preferences, satisfaction,
feedback, etc.
- It can save you time and money by allowing you to reach a large
and diverse sample of respondents quickly and efficiently.
- It can provide you with reliable and standardized data that can
be easily analyzed and compared using statistical methods.
- It can reduce the risk of bias or error by minimizing the influence
of the interviewer or the researcher on the respondents' answers.
- It can ensure the anonymity and privacy of the respondents,
which may encourage them to be more honest and open in their
responses.
 Lesson 3 Learning goals
To start to:
1) find information in sources to answer my own
questions.
2) think of my own questions to ask when
interviewing someone.
3) recognize different ways of selecting, organizing
and recording information from sources
 Activities
1. Page 11: Prior learning, Starter activity, Class
discussion
2. Pages 12-13: Main activity
 Prior learning
What is a prediction?
A prediction is a statement about what you think will
happen or might happen in the future based on your
knowledge or experience.
For example, you can make a prediction about the weather by looking
at the sky or checking the forecast. You can also make a prediction
about a sports game by analyzing the performance of the teams or
players.

A prediction is not always accurate or certain, but it can help you

prepare for different possibilities or outcomes.
 Main activity
Suggested answers:
What questions will Zara and Arun asked based on the
questionnaire they have designed:
1. What type of transport do you use to travel to school?
or: How do you usually travel to school?
2. How long does it take for you to arrive at school?
3. How many people do you travel with?
4. How often do you come late in a week?
5. What is your main reason for your late arrival?
 Assignment
1. Choose 3 investigation topics from the list given in
worksheet.
2. Then write what questions you will ask, minimum 7
questions for each topic.

You don’t need to design a questionnaire, interview

and record answers yet on this stage. You must wait
for your teacher’s approval and markings before you
proceed to the next stages.