Esimerkki

1. Esimerkki • Tutkimusaihe: peruskoulun oppilaiden oppimistulokset, koulumenestys yms. • Pohdi, millä tutkimustyylillä toteuttaisit ja miten lähestyisit aihetta • mikä olisi tutkimusongelma • millaista aineistoa keräisit • miten analysoisit aineistoa • Miten täsmennät tutkimusongelmia? • Kuinka laajennat tutkimusta ”metodologinen triangulaatio”

2. survey/korrelaatiotutkimus: • oppimista mittaavat testit peruskoululaisille; vertailu esim. eri alueiden koulujen kesken; miten yhteydessä oppilaiden taustaan • ex post facto: • ”hyviä” ja ”huonoja” kouluja verrataan toisiinsa; etsitään selitystä sille, miksi tulokset jossakin hyviä; muuttujia, joiden tilastollista yhteyttä tarkastellaan • kokeellinen tutkimus: • oppilaista koe- ja kontrolliryhmät; alku- ja loppumittaukset; miten opetusmetodi tuottaa tuloksia

3. etnografinen: • osallistuminen koulun arkeen; miten ”koulumenestys” rakennetaan koulun käytännöissä, millaisia oppijaidentiteettejä koulu tuottaa • toimintatutkimus: • koulussa toteutettu toimintamalli; tavoitteena esim. jonkin oppilasryhmän ”auttaminen” • historiallinen tutkimus: • koulumenestyksestä ja oppimistuloksista käyty keskustelu esim. Opettaja-lehdessä; millainen yhteiskunnallinen kysymys aihe on ollut

4. Huom. edellä olevat vain mahdollisia esimerkkejä; voitaisiin tutkia myös toisin • Samaa aihealuetta voidaan lähteä tutkimaan hyvinkin eri näkökulmista, erilaisilla rajauksilla ja erilaisin tutkimusongelmin • Tutkimuksen suunnittelussa tärkeää, että tutkimus muodostaa kokonaisuuden – tutkitaan mieluummin rajattua kohdetta tarkasti kuin laajaa kohdetta pintaraapaisulla

5. Research problem (the slides cortesy of Perry den Brok and Jan Vermunt, University of Utrecht) Types of research: • Descriptive • Survey • Case study • Explanatory • Hypothesis testing • (Quasi) experimental • Developmental (approach)

6. Research problems Types of research problems: • Descriptive Describing components, characteristics, elements, types, categories, approaches, phases, streams, persons, processes, etc. of your topic/theme. 2. Explanatory Finding causes, sources, backgrounds, reasons, motives and consequences of your topic. • Predictive Predicting what may happen with your topic in the future.

7. Research problems Types of research problems: • Comparative Finding differences and similarities between two or more phenomena. • Evaluative Judging positive/negative aspects, pre’s/con’s, arguments before/against your topic. 6. Design Designing/advising something that enhances the situation of your topic.

8. Research problems • Defining Determining summarizing characteristics, the location within a class, collection, theory or domain.

9. Examples • Descriptive • What are relevant characteristics of motivated Secondary school students in 9th grade? • Explanatory • Which teacher behaviors explain differences in motivation between Secondary school students in 9th grade classes? • Predictive • How is the motivation of Secondary school students in 9th grade expected to develop until the end of the school year? • Comparative • What are similarities and differences in motivation between boys and girls in 9th grade Secondary schools? • Evaluative • To what degree are teachers in Secondary schools skilled in motivating their students?

10. Examples • Design • How can teachers in Secondary schools be trained (on the spot) in motivating their students? • Defining • Can students in 9th grade Secondary schools be typified as internally or externally motivated?

11. Research questions • Descriptive: 1. What/how is characteristic 1 of X? 2. What/how is characteristic 2 of X? 3. Etc.

12. Research questions • Explanatory: • How/what is X? • What says theory (A explaining B) that applies to X? • How does X agree on what theory says (about B)? • How does X differ on what theory says (about B)? • What can we thus say about A as the possible cause of X?

13. Research questions • Predictive: • How/what is X? • What says theory (A explaining B) that applies to X? • How is X similar to what theory says (about A)? • How is X different from what theory says (about A)? • What can we thus say about B as the possible consequence of X?

14. Research questions • Predictive – continued: • What/how is X at this moment? • What/how was X at earlier moments? • How is X at this moment similar to X at earlier moments? • How is X at this moment different from X at earlier moments? • What can we thus say about X in the future?

15. Research questions • Comparative: • How/what is X? • How/what is Y? • How is X similar to Y? • How is X different from Y? • What can we thus say about the differences/similarities between X and Y?

16. Research questions • Evaluative: • When do we judge X as E? Based on what is X regarded as E? • How/what is X? • How does X agree with norm E? • How does X differ from norm E? • What can we thus say about the positive/negative elements of X?

17. Research questions • Designing: • How/what should X be? • How/what is X? • How does X differ from the desired image? • What causes X to differ? • What can be done to make X more like the way X should be? • What criteria should be used in judging the approach of 5 ?

18. How does the approach differ from the criteria? • How does the approach agree with the criteria? • What can we thus say about the approach to handle X?

19. Research questions • Defining: • How/what is the family/class of X? • How/what is X? • What are similarities between X and its family/class? • What are differences between X and other members of its family/class? • What can we thus say about the definition of X?