Research addresses the process of finding answers.

INQUIRY
is a question that motivates you to obtain knowledge or
information about people, things, places, or events.
It requires active learning engagement by generating
driving questions, seeking out answers, and exploring
complex problems.
WHAT IS RESEARCH?
A systematic, rigorous investigation of a
situation or problem in order to generate
new knowledge or validate existing
knowledge.
RESEARCH PROMOTES
INQUIRY-BASED LEARNING
BENEFITS OF INQUIRY-BASED LEARNING…
1. Improves interpretative thinking
through graphic skills
2. Improves student learning
3. Widens learners’ vocabulary
BENEFITS OF INQUIRY-BASED
LEARNING…
4. Facilitates problem solving skills
5. Increase social awareness and
culture knowledge
6. Encourages cooperative learning
BENEFITS OF INQUIRY-BASED
LEARNING…
7. Encourages mastery of procedural
knowledge
8. Encourages higher-order thinking
strategies
9. Hastens conceptual understanding
 JOHN DEWEY’S - “Theory of Experience &
Reflective Thinking”

GOVERNING PRINCIPLES OF INQUIRY

It refers to the processes of analyzing and making
judgments about what has happened.
Reflective thinking – assesses what we know, what we
need to know, and how we bridge that gap – during
learning situations.
 LEV VYGOTSKY’S - “Zone of Proximal
Development”

GOVERNING PRINCIPLES OF INQUIRY

• The ZONE OF PROXIMAL DEVELOPMENT is the gap between what a
learner has mastered and what they can potentially master with support
and assistance.
• It stresses the essence of provocation such prompts, artifacts, images or
videos that spark wonders, curiosities, questions and potential inquiries ;
and Scaffolding, provision of a learning environment that is structured or
that learners are provided with cognitive tools for specific activities.
 JEROME BRUNER’S - “Discovery Learning”
Learners have varied world perceptions for their own interpretative thinking of
people and things around them.

GOVERNING PRINCIPLES OF INQUIRY

• Discovery Learning is a method of Inquiry-
Based Instruction.
• This theory encourages learners to build on past
experiences and knowledge, use their intuition,
imagination and creativity, and search for new information
to discover facts, correlations and new truths.
GENERAL CLASSIFICATIONS OF RESEARCH

 APPLIED VS FUNDAMENTAL
 DESCRIPTIVE VS ANALYTICAL
 QUANTITATIVE VS QUALITATIVE
 CONCEPTUAL VS EMPIRICAL
BASIC (aka FUNDAMENTAL OR PURE )
BASIC RESEARCH
research is driven by a scientist's curiosity or interest
in a scientific question. The main motivation is to
expand man's knowledge, not to create or invent
something. There is no obvious commercial value to
the discoveries that result from basic research.
 FOR EXAMPLE, BASIC SCIENCE INVESTIGATIONS PROBE FOR
ANSWERS TO QUESTIONS SUCH AS:

BASIC RESEARCH
• How did the universe begin?
• What are protons, neutrons, and electrons composed
of?
• How do slime molds reproduce?
• What is the specific genetic code of the fruit fly?
TO FIND SOLUTIONS TO EVERYDAY PROBLEMS

APPLIED RESEARCH
refers to scientific study and research that seeks to
solve practical problems. Applied research is used to
find solutions to everyday problems, cure illness, and
develop innovative technologies, rather than to acquire
knowledge for knowledge's sake.
 FOR EXAMPLE, APPLIED RESEARCHERS
MAY INVESTIGATE WAYS TO:

APPLIED RESEARCH
• Improve agricultural crop production
• Treat or cure a specific disease
• Improve the energy efficiency of homes, offices,
or modes of transportation
 S.M.A.R.T. is an acronym that is used to guide the
development of measurable goals.

A RESEARCH TOPIC HAS TO BE SMART

SPECIFIC
MEASURABLE W/MEASUREMENT
ACHIEVABLE
RELEVANT
TIME-ORIENTED
SPECIFIC - "what is to be done?"
"how will you know it is done?"
MEASURABLE
W/MEASUREMENT - "how will
you know it meets expectations?"
ACHIEVABLE - "can the person do it?"
"Can the measurable objective be
achieved by the person?" "Does he/she
have the experience, knowledge or
capability of fulfilling the expectation?"
"Can it be done giving the time frame,
opportunity and resources?"
 RELEVANT - "should it be
done?", "why?" and "what will be
the impact?"
TIME-ORIENTED - "when will
it be done?"
 ACTIVITY
Complete the following table by specifying the
activities and processes done by a researcher that
will lead to the development of the following
21 CENTURY SKILLS (7CS)
ST
 EXPERIENCES OF A RESEARCHER

IN WHAT WAY COULD A RESEARCHER DEVELOP THE FOLLOWING SKILLS…