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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| Published in | Alberta journal of educational research Vol. 47; no. 2; pp. 123 - 140 |
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| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Edmonton, AB
University of Alberta
01.07.2001
University of Alberta, Faculty of Education |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0002-4805 1923-1857 |
| DOI | 10.55016/ojs/ajer.v47i2.54853 |
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| Abstract | 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. |
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| AbstractList | Observation data from 19 self-contained sixth-grade Canadian classrooms were analyzed to describe research process instruction. Most teachers used traditional approaches to research tasks. 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 cognitive processes of research. (Contains 45 references.) (Author/SV) 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. A constructivist perspective on teaching and learning underlies current educational reform. Based on cognitive psychology and social interactionism, constructivism views learning as an active process of solving problems and making meaning that takes place in and is influenced by social contexts (Tharp & Gallimore, 1988). A constructivist approach to teaching is represented by the notion of scaffolding, a term that originally referred to interaction between a child and parent where the parent supported the child "in achieving an intended outcome" (Bruner, 1975, p. 12). Teachers scaffold students' learning in a variety of ways. Forms of instruction include direct instruction, modeling, and providing opportunities for guided practice. Scaffolded instruction is focused on cognitive processes, particularly metacognition, not only on procedures or products of learning. Although the goal of instruction is always independence, the teacher also continually assesses for new needs. Finally, constructivist teaching uses social contexts, such as small groups, to promote learning. Constructivist classrooms feature a language-rich environment, the teacher as coach, and opportunities for higher level thinking, social interaction, and exploration of problems (Brooks & Brooks, 1993). Findings from this study also provide information on the degree and types of constructivist teaching that occur when students are learning research process skills. Although teachers in this study worked in a provincial constructivist curriculum, eight of the 19 who were observed during research project instruction used traditional approaches to learning tasks. Eight of the 11 constructivist teachers used scaffolding strategies, whereas the other three in this group tended to use traditional instruction during research projects. Eight teachers scaffolded students' abilities during both whole-class instruction and independent work times. In contrast, other teachers predominantly gave directions, monitored, and encouraged during research activities. It appears that teachers who provide constructivist learning activities in the language arts may not necessarily transfer this way of teaching to research assignments. Teachers may be more influenced by their own past experiences with research as a series of steps to get through rather than a process requiring specific instructional support. In addition, teachers may not do much research themselves, which would inhibit a process-based understanding. When Tower (2000) drew on her recent personal experience with the research process to help her students, they were able to replicate the process for themselves. Results of this study concur with others (Pitts, 1995) by suggesting that most teachers either assume that students do not require careful scaffolded instruction to proceed through research assignments or are unsure how best to support students. Both literacy and school library programs aim to support students' development of an inquiry-based conception of research and the processes necessary to learn from a variety of sources. Results of this study suggest there is much work to be done in effective classroom instruction of the research process. The research activities that were observed were largely topic- and teacher-driven, and students appeared to be implicitly expected to gather important information about the topic from limited sources. Results of this study suggest students are forming product-based views of the research process that consist of assimilation or transfer of information in contrast to issue-driven inquiries supported by a process-based view of research. However, data for this study are drawn from an investigation designed to capture the scope and breadth of language arts instruction. Results represent a wide-angle rather than in-depth view of some major aspects of research process instruction. Examining products of students' research activities would help illuminate the link between research process instruction and student outcome. Similarly, case studies involving observations of and interviews with teachers, teacher-librarians, and students would enlighten understanding about cognitive processes of research tasks and their instruction and students' resultant conceptions of the research process. Finally, action research focused on both instruction and student work would help teachers and teacher-librarians reflect on how the multiple aspects of teaching research are based in meaningful inquiries and cognitive processes. In sum, findings from this study serve as a starting point for ongoing investigations in explicit and systematic planning of students' inquiry-based learning, how to address metacognition, the teaching and monitoring of students' concept development and making of meaning, the place of language discourse and instructional conversation in promoting independent and interdependent learning, and the importance of authentic topics and tasks for student inquiry. |
| Author | Asselin, Marlene |
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| SubjectTerms | 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 |
| Title | Grade 6 Research Process Instruction: An Observation Study |
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