Grade 6 Research Process Instruction: An Observation Study

Current literacy standards include students' abilities to conduct research as an inquiry process and to gather, evaluate, and synthesize information from multiple sources. Observation data from 19 grade 6 classrooms were analyzed to describe research process instruction. Results showed that mos...

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Bibliographic Details
Published inAlberta journal of educational research Vol. 47; no. 2; pp. 123 - 140
Main Author Asselin, Marlene
Format Journal Article
LanguageEnglish
Published Edmonton, AB University of Alberta 01.07.2001
University of Alberta, Faculty of Education
Subjects
Action research
Canada
Classroom communication
Cognition
Conversation
Curriculum subjects: programmes and methods
Education policy
Educational activities
Educational Change
Educational sciences
Educational Strategies
Elementary School Students
Foreign Countries
Grade 6
Information Literacy
Information Sources
Inquiry method
Intermediate Grades
Intermediate level
Language acquisition
Language arts
Language teaching methods
Learning Strategies
Literacy
Literacy Education
Metacognition
Parent-child relations
Psychology
Research Skills
Scaffolding
Skills
Student Research
Teacher Educators
Teachers
Teaching
Teaching methods
Topics
Working methods
Canada
United States > US
Observation
Teaching method
Research Project
Research Method
Lower Secondary
Information Seeking Behaviour
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Summary:Current literacy standards include students' abilities to conduct research as an inquiry process and to gather, evaluate, and synthesize information from multiple sources. Observation data from 19 grade 6 classrooms were analyzed to describe research process instruction. Results showed that most of the teachers used traditional approaches to research tasks, monitored and supported students' procedural work through research projects, and that students used reference and textbooks far more than trade books and other types of texts. Findings suggest that students acquire topic-driven conceptions of the research process, encounter limited points of view about their research topic, and lack sufficient instruction on the cognitive processes of research. Implications for teacher educators and teacher-librarians are offered.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
content type line 14
ISSN:0002-4805
1923-1857
DOI:10.55016/ojs/ajer.v47i2.54853