T
LO
PI
13
20
Extended Investigation
Victorian Certificate of Education
Advice for teachers
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Latoya BARTON
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Edited by Victoria Harrison
Cover designed by Chris Waldron of BrandHouse
Desktop published by Julie Coleman
VCE Extended Investigation (Pilot): Advice for teachers
ISBN 978-1-922082-09-1
Contents
4
Advice for teachers
Features of the study
5
Teaching this study
7
Assisting students
8
Selecting an area to investigate
9
Primary and secondary resources
10
Research methods
Research and writing support
Celebrate achievements
11
Timeline of teaching and learning
12
Study support materials and activities
24
Learning activities
30Resources
Advice for teachers
VCE Extended Investigation is specifically designed for academically able students. It requires selfmotivation and resilience in tackling an extended and detailed investigation. The student must meet
a number of milestones over the duration of the study: formulating a question, researching the field,
designing a methodology, collecting and analysing data, and reporting on findings.
The purpose of VCE Extended Investigation is to test a student’s ability to think critically rather than
their knowledge of a specific field. The research area of the student’s investigation is a means for them
to demonstrate critical thinking and research skills. Teachers should concentrate on teaching ‘skills’
as opposed to content.
VCE Extended Investigation presents an opportunity for students to engage in inquiry learning, pursuing
an academic interest that they have, and focusing on a problem for an extended amount of time. It is
important for teachers to counsel and guide students into undertaking an area of investigation that suits
the timeframe, and for which students can get information and collect data. Due to the scope of this
research project, students must be practical and realistic when deciding on an area of investigation.
Teachers need to be equally pragmatic when counselling students about their choice of research area.
features of the study
Focus on thinking
The purpose of critical thinking is for students to move beyond an acceptance of information, towards
a critical and careful consideration of the nature of different types of research (including their own
investigation). The level of critical and complex thinking required in extended research is substantial.
Students need to demonstrate complex and contextualised understanding of arguments and evidence
associated with their particular investigation. They should undertake research that seeks to apply
the thinking processes to their particular project. The focus is on the thinking processes involved. It
is important that each student understands the processes they have undertaken in conducting their
investigation and can discuss the impact on their own work in a meaningful way.
Students are asked to produce complex pieces of writing, often using established and academic theory.
Teachers (and students) need to be reflective and honest about their capacity to understand different
texts, and work with information at the level of the non-specialist audience. For example, a particular
psychological study may make use of a theoretical paradigm of psychoanalysis. While the student may
have a broad understanding of psychoanalytic theory, they may be unfamiliar with all the permutations
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EXTENDED INVESTIGATION (PILOT) 2013
Advice for teachers (Version 1)
and manifestations associated with different versions. In this case, they need to work with the research
at the level they are capable of; however, this is not to say that they shouldn’t make an attempt to
understand the intricate connections between different theoretical traditions. They need to consider
how much of this complexity is useful when communicating with their intended audience.
Student-directed learning
Student-directed learning involves students undertaking research to develop their knowledge, managing
their timelines and meeting their deadlines. The teacher takes on the role of a facilitator to guide students
through the research process. For example, the teacher may conduct a lesson on how to simplify
scientific language using a range of sentences drawn from different academic fields of literature. A
student conducting botanical research would need to transfer these more generic strategies to their
particular disciplinary language and its specific features.
Research ethics
The general guiding principle behind ethics is to ‘do no harm’ to participants, the researcher and the
community. Teachers should use the National Statement on Ethical Conduct in Human Research
(2007) to guide their advice to students. Teachers should provide advice to students on research that
may be inappropriate for inexperienced secondary-school researchers. Teachers should be mindful of
particular sensitivities within their school communities.
Non-specialist audience
Students will be required to present the findings of their Extended Investigation research to a nonspecialist audience. The language of both the written report and the oral presentation used to explain
the nature and significance of the investigation must be accessible to an educated adult audience that
does not necessarily have specialist knowledge in the student’s research area.
TEACHING THIS STUDY
The focus of VCE Extended Investigation is the student’s independence in conducting their own
research. Sometimes it can be challenging for teachers to let go of the instructional rope and to
allow students to find their own way through research problems. Teachers may encounter different
issues depending on their own knowledge of the research area. For this reason, teachers must retain
a critical distance from each investigation. A teacher should guide and mentor each student through
the research process, including constructing and justifying a research question, selecting appropriate
research methods and techniques, and writing the research findings. As each student will be working
on individually selected research areas, the teacher may need to provide different forms of guidance
appropriate to the challenges each student encounters.
Inquiry learning
VCE Extended Investigation requires a different approach to teaching and learning. As the subject
is explicitly student directed, there is only a certain amount of direct assistance and knowledge that
teachers will be able to provide. The teacher guides students by offering a range of frameworks, skills
and thinking strategies that can be applied to different contexts. The teacher also provides structures
that guide students through the development, deployment and management of their own investigation.
The teacher becomes a troubleshooter when students arrive at an impasse in their research. For example,
if a particular data collection strategy does not work out as expected, the teacher’s role is to help the
student develop an alternative plan of action.
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Critical thinking
VCE Extended Investigation requires students to engage with a range of materials that require the
application of critical thinking skills. They develop and apply the skills of critical thinking and make
judgments about comparative strengths and weaknesses in argument and evidence.
Students are required to complete a range of practical exercises in critical thinking and include them
in their VCE Extended Investigation journal.
The following exercises may be useful class activities:
• Goldilocks: Students examine a particular issue or topic. They phrase questions about, or aspects
of, that issue that are ‘too hot’ and ‘too cold’, ‘too hard’ and ‘too soft’, ‘too small’ and ‘too large’.
See page 13 for a Goldilocks example.
• Russian Dolls: Students explore and research a question or topic, then explain a sub-question or
topic. They then take this, and explain a further sub-question or topic. This can then be repeated
two or more times.
• Pro Con Tables: Students are given, or provide for themselves, a number of documents on a
particular issue. They read all these documents, highlighting the main arguments and significant
points, then organise these into Pro (for) and Con (against) arguments about the topic. Students
explore these for match-ups between the arguments (i.e. two opposing arguments, or an argument
and its rebuttal).
• Venn Diagrams: Draw three intersecting circles. Each circle is given an individual title or topic.
The intersections of these circles then come to represent the intersections between alternative pairs
of these topics and all three in the centre. Students can write research questions that match each
of the topics and their combinations.
• Flow Charts: Students break down their investigation (or a sample investigation) into a series of
steps. This could be a generic example (such as baking a cake, driving a car) or a discipline-specific
example (such as growing a bacterial culture).
• Bias and Assumptions Analysis: Take selected articles on an identified issue. Identify the
assumptions that are made about the topic. Identify instances of bias.
• Stakeholders Description and Analysis: Identify the stakeholders involved in a debate, then research
and describe the ideological basis of their opinions. Write at least three statements that typify each
stakeholder’s position and reasons.
The role of the researcher
It is important to discuss with students their position as a researcher. Students reflect on the progress of
their research, including examining how their research may contain bias. The researcher always makes
choices about which questions to include and which to omit and how the data should be analysed.
Where students are engaged in the collection of qualitative data, especially if methods such as interviews,
focus groups and observations are involved, the researcher has a direct and personal involvement in
the field being researched. There is the possibility of the researcher influencing the type of data that
is produced. Students should be aware of the potential to influence the outcomes of their research.
When considering the concepts of opinion, knowledge, evidence and truth, the notions of objectivity
and subjectivity may provide a useful framework for discussion.
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EXTENDED INVESTIGATION (PILOT) 2013
Advice for teachers (Version 1)
Assisting students
Organisation
Keeping track of documents and organising ideas are central to good research practice. At an academic
level, students review literature and keep track of the ideas that they encounter to appropriately locate
their own investigation within the wider research field. Teachers must appropriately monitor the work of
a number of disparate students conducting investigations along different timelines. A well-maintained
VCE Extended Investigation Journal not only helps with ensuring that each student’s work is their
own but provides a way of tracking the development of their research.
Flexibility
Research can be unpredictable, taking unexpected twists and turns. There are many factors that can
disrupt the progress of research. The research phase of the project may not go as planned, students may
not get as many survey participants as intended, or the results may produce unexpected or contradictory
findings. It is important that teachers provide guidance on the challenges, complications or limitations
faced by each student and the possible effect on data and findings.
Consistent effort
Due to the extended duration of the research project, it is important that students make a consistent
effort with their investigation. The teacher should lead this by structuring achievement milestones to
meet timeframes. This provides students with a guide to where they should be up to at a particular time.
For example, students should aim to have data collection completed by the end of Term 2, allowing
Term 3 for analysis and writing.
To demonstrate the value of ongoing and consistent effort, teachers should look for opportunities to
integrate achievement milestones into the research process. It is important that students keep all of
the work that they complete so that the final report is not only a writing exercise but a consolidation
of the range of work activities undertaken throughout the year. For example, teachers may discuss
the benefits and disadvantages of different research methods to help students justify their selected
method. This work may provide students with a clear research purpose to include in their final report.
Incremental achievements will aid students in writing a more effective final report that represents their
engagement with their research area.
Maintaining motivation
Sustaining student motivation over the duration of the study can be a challenge. Teachers may expect
that students will oscillate between periods of disinterest and passion about their research area. In
order to complete the research, it is important for teachers to keep students moving along by helping
them set realistic targets for each lesson, week, month and term. Lessons should be structured to
enable students to accomplish something towards their own work, whether it’s identifying relevant
terminology, or writing paragraphs about data.
When student motivation is low, teachers should encourage them to engage with smaller, achievable
tasks. Teachers may need to provide help to spark motivation. This may include formatting documents,
writing a glossary of terms, researching appropriate bibliographic conventions, and searching news
sites (local, national and international) for up-to-date items about their area of research.
Sourcing resources and expertise
During the initial research phase students may require guidance in how to select relevant material. This
initial research will help students design a draft research question. Research methodology textbooks
provide good general references about ethics, survey designs, interview strategies and the various
research ideologies and traditions.
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Advice for teachers (Version 1)EXTENDED INVESTIGATION (PILOT) 2013
Students should familiarise themselves with the resources available in their school library. This could
be done as a class activity very early in the year and may establish some practical boundaries regarding
access to resources for specific areas of interest. Students may also access resources and databases at
other libraries through the Internet or in person.
A significant issue when sourcing resources is access to specific journal articles and texts associated
with the student’s research area. It is unlikely a student would read a whole academic text in the early
research design phase. It is preferable that they engage with a range of articles and book chapters
by a variety of authors to expose them to a breadth of knowledge, rather than expecting them to
comprehensively read a large volume of material.
Sourcing expertise, including mentors, may prove difficult depending on the research area that your
students select. Teachers should help guide students towards workable, practical and pragmatic options
for research that connect with their interests. It is important for teachers and students to not only
consider the expertise that exists in their school and local communities, but also the global community
that may be accessible via the Internet.
The Internet provides a range of research options, which may include websites such as Google Scholar
and Academic Journals. Open access resources are usually available free of charge but many academic
journals charge for access. Some libraries may subscribe to selected journals. Abstracts provide an
overview of the article and should be used to evaluate its relevance. Students should develop their
critical evaluation techniques for material sourced online.
Time management
VCE Extended Investigation may present challenges for the time management of both student and
teacher. While some aspects of the study may be undertaken in a traditional classroom, individual
student research may involve out-of-school time. For example, students undertaking particular
scientific experiments may have to check results at times that do not coincide with their scheduled
class. Additionally, a student surveying physical geography, or meeting with a mentor, may only be
able to do so at specific times.
Drafting
The nature of School-assessed Coursework means that teachers should not be looking at draft
material. Teachers are not required to formally sight drafts or to record their completion unless it’s
for authentication purposes. Drafting can remain part of a teaching and learning strategy, and students
may do preliminary drafting. However, drafts are not to be submitted to the teacher for the purpose of
getting feedback on an incomplete task contributing to the total School-assessed Coursework score.
Teachers must not mark or provide comments on any draft of work that is to be submitted for Schoolassessed Coursework.
SELECTING AN AREA TO INVESTIGATE
Students will need to select an area to investigate as soon as possible. They may need to engage in
a few areas of interest to narrow and define their focus. Students need to be pragmatic and realistic
about the possibilities of their investigation. Setting clearly defined limitations will help to control
the scope of the investigation. This can be achieved by including a timeframe or specific geographic
and demographic limitations.
The teacher’s role may be to provide questions that challenge student assumptions in a useful way.
These may include: Will this investigation take too long? Will the participants or resources be available?
Is it too complex? Does the student have access to appropriate expertise and equipment? Is the topic
significant? Is it possible to do the investigation?
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EXTENDED INVESTIGATION (PILOT) 2013
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Teachers are also asked to provide an ethical framework for each investigation. Teachers should
familiarise themselves with the National Statement on Ethical Conduct in Human Research (2007)
to develop a framework specific to their school for the ethical evaluation of student investigations.
Teachers should provide guidance to students on possible research areas, especially those that may
present ethical issues or raise other challenges. The appropriateness of the research may be determined
by the research method selected for the investigation. For example, research using anonymous
government economic data as its main source has a different ethical status to research based on data
obtained through student interviews on family income.
Research using surveys or interviews in the school and community environment needs to be carefully
considered and monitored by the supervising teacher.
Research that should be avoided:
• medical surveys and psychological studies, which may raise privacy and expertise concerns
• investigations into vulnerable people or minors
• studies that may endanger the student
• research into illegal or illicit activities
• research involving biological hazards
• research involving invasive human experimentation
• research from which the student will develop a personal financial reward/interest
• research that duplicates another current VCE study.
Research that may present challenges:
• investigations of family members or relatives
• investigations involving private organisations outside of the school
• research of a politically sensitive nature
• animal experimentation
• research of questionable or debatable moral value, or values that conflict with those of the school.
PRIMARY AND SECONDARY SOURCES
Student research areas will involve investigation using primary and secondary sources. During their
investigation, students may be required to access a wide range of literature, which may include academic
publications, chapters, journal articles, conference papers, print and electronic media. Teachers should
help students to develop their critical capacity to evaluate different types of material. Certain types of
publications may be considered more authoritative than others.
When considering primary sources of information, students should be aware of the reliability of
different forms of material in terms of the evidence they may provide for their investigation. It may
be beneficial for students to construct a list of relevant sources. These may include organisations
(including educational, private and not-for-profit), government bodies, and researchers and writers
associated with their field.
When considering secondary sources it is also important to evaluate their validity and reliability.
There are various levels of intellectual and theoretical rigour associated with different publications
and organisations. When evaluating the validity and reliability of literature, students may consider
whether the material has been peer reviewed. This means that the paper has been read and evaluated
by other experts in that particular field of study. Some publications may be considered more reliable
than others, including those associated with universities.
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Advice for teachers (Version 1)EXTENDED INVESTIGATION (PILOT) 2013
RESEARCH METHODS
Teachers should spend time outlining the range of research methods available. Consider the broad terms
and concepts related to research methods, including qualitative, quantitative and mixed methods. This
offers an opportunity for students to critically evaluate the advantages and disadvantages of different
research methods in relation to their investigation. After considering potential approaches to their
research, students are required to justify their selected research method/s.
Appropriate research methods:
• surveys – quantitative and qualitative
• case studies
• experiments
• physical surveys
• literature reviews
• autoethnographies.
Inappropriate research methods:
• longitudinal studies
• large-scale surveys
• invasive experiments.
RESEARCH AND WRITING SUPPORT
The teacher’s role changes once the initial framework is established for each student’s investigation.
Teachers continue to monitor and support each investigation to ensure that the research remains
manageable and within the scope of the investigation and that students have allocated sufficient time
for the writing phase. Structured contact time for students should be maintained for authentication
purposes. Incremental learning activities may be used to keep students motivated. The teacher is
not expected to be a content expert for each investigation; however, they need to be able to suggest
strategies for students who may be encountering a range of challenges.
CELEBRATE ACHIEVEMENTS
Celebrate the achievements of students in their investigations by cultivating an atmosphere of collegial
endeavour within the classroom. If a number of students are engaging in statistical analysis, encourage
them to mentor each other. Encourage students to speak of their experiences, their successes and their
challenges to foster expertise and ownership of knowledge within the classroom. VCE Extended
Investigation is a challenging but rewarding study.
10
11
Term 1
Formulating research
question
Generic critical thinking
Literature: research and
reading
Introduction to research
U3 AOS1
Formally
lodge
research
question
U3 AOS2
Term 2
Methodological
development
Collecting data
Literature research, reading and review
Academic presentation
skills
Applied critical thinking
Methodology overview
US AOS3
Term 3
Analysing data
U4 AOS1
U4 AOS2
U3 AOS3
Critical
Thinking
Test
Term 4
Constructing the final presentation
Academic presentation skills
Writing final report
Academic writing skills
Data analysis strategies
EXTENDED INVESTIGATION (PILOT) 2013
Approx
time
Student
work
Instruction
timeline of teaching and learning
Advice for teachers (Version 1)
Advice for teachers (Version 1)EXTENDED INVESTIGATION (PILOT) 2013
STUDY support materials AND ACTIVITIES
1. Yearly Planner
It is important for students to think about the long-term plan for completing their investigation. A calendar
(digital or otherwise) is useful for students to plan their commitments across the year.
Term : Week
Events
Proposed activities
Milestones
1:1
1:2
1:3
e.g. public holiday
1:4
1:5
e.g. research question to be formally lodged
1:6
1:7
1:8
1:9
1:10
Term break
Easter
Term break
Easter
2:1
2:2
e.g. school sports
2:3
2:4
2:5
2:6
2:7
2:8
2:9
e.g. deadline for data collection
2:10
2:11
Term break
Term break
3:1
3:2
3:3
3:4
3:5
3:6
3:7
3:8
3:9
e.g. final report due
3:10
continued
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EXTENDED INVESTIGATION (PILOT) 2013
Term : Week
Events
Proposed activities
Term break
Term break
4:1
4:2
4:3
4:4
4:5
4:6
13
Milestones
Advice for teachers (Version 1)
Advice for teachers (Version 1)EXTENDED INVESTIGATION (PILOT) 2013
2. Authentication record
The Extended Investigation School Record requires that both teacher and student maintain an authentication record
to formally document meetings and discussions, and to track the progress of the investigation. This template offers
an example format that fulfills this requirement.
Date
Discussion items
Decisions/Actions
___/___/20___
(Student suggests possible
research areas.)
(Student refines possible research
areas and skim reads in two
particular areas within the next
week.)
Student’s signature
Teacher’s signature
___/___/20___
___/___/20___
___/___/20___
___/___/20___
___/___/20___
continued
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Advice for teachers (Version 1)
3. Brainstorming – Topic interrogation table
This table offers a structured method for brainstorming aspects of an identified topic. This activity may be undertaken
early in Unit 3.
Accepted knowledge
Facts
Stakeholders
For
TOPIC
Against
Ideologies
Opinions
Gaps in knowledge
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4. Goldilocks exercise
In this exercise, students make use of this table to test various research possibilities in the early stages of their
thinking. They may use this to evaluate a range of generic topics before they refine one into their research question.
CONTROVERSY
Too cold
Too hot
SIZE
Too small
Too large
Too soft
Too hard
Is the topic
of limited
intellectual
interest to
anyone?
Is the topic too
controversial
or ethically
challenging?
Is the topic too
small to sustain
an investigation
over the
timeframe?
Is the topic too
large in scale to
be completed in
the timeframe?
Is the topic
too simple to
sustain detailed
investigation?
Topic 1:
Chocolate
Which chocolate
do I like best?
Does chocolate
help depression?
Or does
chocolate make
you fat?
Smith High
students answer:
which brand is
better, Nestlé or
Cadbury?
A longitudinal
study of
body change
associated
with per-capita
chocolate
consumption.
How is Nestlé
Comparison
chocolate made? scans of the
neurological and
physiological
changes caused
by eating versus
thinking about
chocolate.
Commentary
Inherent bias;
significance of
an individual’s
preferences
to research is
limited. Based
on personal
opinion.
Ethical issues:
students do not
have experience
or qualifications
to deal with such
complex ideas
or to support
participants.
Replace with:
‘Does chocolate
affect emotions?
A survey of
students at
Smith High.’
Would probably
consist of a
simple statistical
survey. Limited
complexity.
A longitudinal
study involves
research over
many years. This
topic may also
fail on ethical
grounds due to
invasion about
sensitive issues
such as health
and body image.
Simple retelling
of manufacturing
process: limited
critical thought.
Topic 2: Fast
food and
adolescents
Topic 3: The
factors leading
to increased
availability of
organic produce
in Melbourne.
Commentary
COMPLEXITY
16
Is the topic too
complex for
the student to
investigate?
Accurate
collection of
such data, and
its interpretation,
requires years of
experience and
training. Access
to primary
experimental
equipment
limited.
EXTENDED INVESTIGATION (PILOT) 2013
Advice for teachers (Version 1)
5. Developing a question
The following questions can be used to evaluate the proposed research question.
1. Is the question substantial and significant?
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2. Does the question aim for critical distance and an impersonal or objective stance?
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3. Can the question be addressed by systematic and sound research methods?
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4. Can the student gain access to appropriate and relevant primary and secondary sources?
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5. Are the question and the research method likely to produce a useful result?
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continued
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Advice for teachers (Version 1)EXTENDED INVESTIGATION (PILOT) 2013
6. Is the research question specifically and precisely worded? Are there other ways to ask this question?
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7. Is the scope of the question contained and focused?
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8. Will the research question and method comply with responsible and ethical research guidelines?
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9. Will the research question sustain student inquiry over the duration of the study?
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10.Does duplication exist with any current VCE study?
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6. Justification of research question
The following list of questions offers a framework for students who are thinking through their particular research
area. It is possible for a student to refine their responses to these questions as their investigation progresses.
RESEARCH QUESTION
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IMPORTANCE: Why is your research area important?
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SIGNIFICANCE: Why might findings be significant and to whom?
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COMPLEXITY: What features make your research area complex as opposed to simple?
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METHOD: What research methods are you proposing to use? How will you research this area?
............................................................................................................................................................................
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DATA COLLECTION:
a. What difficulties do you anticipate with the data collection?
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continued
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b. What other practical considerations have you had to take into account to ensure the effective and accurate
collection of your research data?
............................................................................................................................................................................
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BIAS: What possible bias could influence your research? How will you avoid this?
............................................................................................................................................................................
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ETHICS: What ethical issues have you considered that are relevant to your research? How will you deal with
these?
............................................................................................................................................................................
............................................................................................................................................................................
............................................................................................................................................................................
AUDIENCE: This research is to be presented to a non-specialist audience. What difficulties do your foresee
in talking about your research area? How might you translate complex terms into non-specialist language?
Give an example.
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MENTOR: Do you have a mentor/s? Who are they? Why are they an appropriate choice for your research?
............................................................................................................................................................................
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Advice for teachers (Version 1)
7. Ethics summary table
Students can use this table to summarise their consideration of various ethical issues associated with their
investigation.
Name:
Research area:
Proposed research method:
Ethical issues
How could I overcome these ethical issues?
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8. Literature evaluation
Students need to evaluate materials that they come across during the course of their research.
Author
Title
Year of publication
Publisher
Field of research
Summary
Relevant findings
What ideas will I use and how will I
acknowledge them?
Is this article valid and reliable?
Does it contain any useful references?
Useful quotes
Additional information
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Advice for teachers (Version 1)
9. Website evaluation checklist
The following can be used by students to record information for websites they access during their research. It is
important for students to carefully evaluate any content that they seek to use from online sources as part of their
own investigation.
URL
Date accessed
Title
Author/publisher
(if known)
Country and date
Relevant
Yes

No

Credible
Yes

No

Biased
Yes

No

Useful
Yes

No

Current
Yes

No

Comment and/or summary
............................................................................................................................................................................
............................................................................................................................................................................
Type of site

Commercial

Professional

Educational institution

Special interest

Government

Personal

Media

Other
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Advice for teachers (Version 1)EXTENDED INVESTIGATION (PILOT) 2013
Learning activities
Unit 3: Designing an Extended Investigation
Area of study 1: Designing a research question
Outcome 1
Examples of learning activities
On completion of
this unit the student
should be able to
design and justify a
research question.
brainstorm everything the student knows about their area of interest; this should
include questions about things they don’t know or would like to know; next, the
student should organise these notes into categories, looking for groupings or
common questions and themes; based on this, the student should formulate at
least five questions about their area of interest
students choose a general area of interest (e.g. swimming, television); the teacher
then leads the student through the development of different types of questions:
questions that focus on people, society, science or physical measurement, issues
of debate
various questions should be subjected to the Goldilocks example (see page 13):
is the question too big or too small, too hot or too cold, too hard or too soft (taking
these qualities figuratively of course); the student may explore various different
generic topics and versions of their own discipline of interest
concept mapping: students develop a concept map of their particular field of
interest, indicating different fields of research and scholarship that may be of
relevance; they identify the three main fields of research their investigation may
be concerned with
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Advice for teachers (Version 1)
Detailed example
mind maps
The development of mind maps (of various models
and designs) can form an integral part of the
student’s investigative journey. These can be used
to encourage students to explore the relationship
between different ideas and to deconstruct the
details of concepts. It is useful at the start of the
unit to sketch out connections between concepts
related to their area of interest. As students begin
to read more, they can add more content to this
relational tree. Using software that allows this
kind of ‘sketching’ may be useful; however, there
is no substitute for a very large piece of paper or
cardboard.
Some suggested uses for this kind of thinking
activity include the following.
Exploring research fields
The purpose of this activity is to explore the
relationship between intersecting or interrelated
research fields. This can be used in two ways:
to discover a research area or to refine a field of
interest. Keep in mind when assisting students to
develop their research ideas that they need to be
looking for a sufficiently ‘meaningful’ idea that it
would benefit from research.
Deductive approach: This method can be used
to generate possible research areas. The student
comes up with three broad areas of interest.
These can be academic (e.g. shellfish, pollution,
entertainment) or generic (e.g. surfing, music,
summer). They should sketch a Venn diagram, and
write questions they want to ask about each of the
concepts and intersections involved.
Inductive method: This method is best used to
refine a research idea. The student breaks down an
area of personal academic interest into broad fields:
for example, deadly diseases may involve medicine,
microbiology and pharmacy; football may involve
sports science, statistics and physiology. This
enables students to identify areas of research and
scholarship that may offer insightful and productive
pathways for research.
Focus question
Put the student’s proposed question in the middle
of the page. Sketch out definitions and ideas
related to each of the words or concepts within the
question. Connect further knowledge and ideas
related to each of these sub-concepts.
Literature map
Literature maps are used to understand the
relationship between different research results.
Students map out research fields based on their
research area and locate each of their readings
within one or multiple fields. They should draw
connections between various pieces of literature
based on shared or contrasting methodologies,
perspectives, opinions, findings, etc.
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Advice for teachers (Version 1)EXTENDED INVESTIGATION (PILOT) 2013
Area of study 2: Planning and commencing the investigation
Outcome 2
Examples of learning activities
On completion of
this unit the student
should be able to
write a research plan,
begin research and
present an oral report
to a non-specialist
audience that explains
the investigation and
justifies the selected
research method/s.
students present a one-minute presentation on their research question, focusing
on justifying why the information is of research value
students plan a flow chart for their research method, detailing what knowledge
issues need to be addressed; they should transfer this flow chart to a yearly
calendar, planning and identifying milestones for the collection of data, its analysis
and the writing-up stage
research: students complete a concept map, linking together at least five articles
on their research area; What do they share? Where do they differ?
matching question to method: students are given a range of questions and
methods and discuss which question and method are best suited
different data forms of methods: students consider what different forms of data
they could collect in their investigation; consideration and discussion should
focus on what sort of observations and findings different forms of data would
lead them to
terminology glossary: students make lists of key words or phrases; they write
definitions for each word, accompanied by an explanation for their non-specialist
audience.
Detailed example
key concepts
Students make a list of key concepts, phrases or
categories relevant to their research area. These
should not be technical terminology, but relate to
features such as methods, major concepts, major
figures or research traditions.
Students are to write at least 20 separate sentences
about their research, making explicit use of key
terminology, evidence or ideas central to their
investigation. Again, students should keep in mind
the non-specialist audience.
For each idea, they are to find at least two direct
text references in the form of quotes or findings
from their literature.
Students can use these sentences and ideas in the
construction of their written research plan.
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Advice for teachers (Version 1)
Area of study 3: Critical thinking
Outcome 3
Examples of learning activities
On completion of
this unit the student
should be able to
develop and apply
the skills of critical
thinking.
generic: examine a selection of various assorted documents (from legal cases to
personal letters); explore the stakeholders, values and conventions associated
with each text
generic or applied: create a Pro Con Table, writing arguments for (Pro) and against
(Con) different aspects of the issue; where no rebuttal for one of the arguments
can be found in the literature or research, the student is to develop one
applied: organise a table to categorise readings completed in a number of ways
(by research method, findings, discipline, etc.)
construct a PMI (Positive, Minus, Interesting) of the issues surrounding the
student’s topic; assign literature or research from the student’s own investigation
to as many items as possible
students adopt each of Edward de Bono’s Six Thinking Hats, looking at their data
in a range of ways; they should write statements for each of these perspectives;
literature or research specific to the student’s investigation may be assigned to
each of the arguments
Detailed example
Student collects 10 to 20 articles of relevance and
interest to their investigation.
• categorisation
Students choose categories by which to describe
these articles.
• quotes
These categories may include:
• reliability.
• for/against
Students then group individual articles in different
ways and write statements that explain the common
theme. For example, ‘Both Green, Smith and
Brown (2005) and Ivak and Chow (2007) make use
of anonymous, large-scale surveys to measure
population sentiment.’
• research methods
• stakeholders
• key hypothesis/contention
• key finding
• use
• evidence
• research relevance
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Advice for teachers (Version 1)EXTENDED INVESTIGATION (PILOT) 2013
Unit 4: Presenting an Extended Investigation
Area of study 1: Presenting the final research report
Outcome 1
Examples of learning activities
On completion of
this unit the student
should be able to
complete a written
report for a nonspecialist audience
that presents and
evaluates the results
of the extended
investigation.
explore a generic structure for research-report writing; students are to complete
statement sentences for each section with regard to their particular research
problem
writing simplification: students identify key phrases or terms relevant to their
research; for each term or phrase, they are to write a plain language explanation
that makes the term accessible to a non-specialist audience
translating a paragraph: students locate in one of their readings a complex
sentence/paragraph that is representative of the technical and complex
language of their field; they should highlight complex words and phrases that a
non-specialist audience would not understand; the student should rewrite the
sentence/paragraph in simpler language for this non-specialist audience, then
exchange sentences/paragraphs with a partner to check for effectiveness and to
discuss the process
references: students decide on what ‘field’ or ‘discipline’ best describes
their research project; they research, using a search engine, the referencing
requirements for their particular discipline or field of investigation; they make
generic notes about the relevant articles, chapters, books and websites; the
student then completes appropriately formatted references for their particular
investigation
students spend 10 minutes writing a paragraph about their particular research
area (what they know, what they have discovered, etc.); they then re-read
this paragraph, highlighting statements of fact, and then, in a different colour,
statements of opinion; for each statement of fact they must decide whose idea it
is, and find an appropriate supporting reference; for each statement of opinion,
they must decide if it is their own or someone else’s; they must then find a
reference to support each idea
Detailed example
MOCK PARAGRAPHS
Students write mock-up paragraphs about different
aspects of their research area. Students should aim
for succinct and clear paragraphs that may cover
the following:
• project aim and significance
The teacher models an annotation process for the
paragraphs, as follows:
The new student reading highlights with three
colours: one for sections in the paragraph that are
excellent, one for sections that are unclear or too
complex, and one for references that need to be
included.
• main field of research
• research methods
• possible complications
• data generated
• findings.
The class may focus on one of these at a time,
perhaps one per lesson and then move on to the
next. Students then share their paragraphs with
fellow students.
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Students revise their paragraph in accordance with
feedback
EXTENDED INVESTIGATION (PILOT) 2013
Advice for teachers (Version 1)
Area of study 2: Defending research findings
Outcome 2
Examples of learning activities
On completion of this
unit the student should
be able to explain
the investigation
and defend their
research findings in a
presentation to a nonspecialist audience.
students sit on the opposite side of the table from a partner; each pair is given
an issue, and each person is to debate either the affirmative or negative for two
minutes; after five minutes, the students swap places, physically, ideologically and
literally; they may not, however, use any of the arguments for the position that their
partner has just used; this is to teach flexibility and spontaneity in thinking and
speaking
signposting: students are to construct a brief speech using the following signpost
phrases:
• firstly
• secondly
• thirdly
• lastly.
sparkler speaking (this activity should be conducted outside and under teacher
direction): get a packet of sparklers and distribute one to each student; students
choose a topic of their own choice – it may or may not be related to their
investigation; the teacher lights a student’s sparkler, and the student has until it
runs out to speak to the class about their topic
Detailed example
mock presentations
Students are presented with a mock topic. They
have 15 minutes to research and prepare a threeminute speech presenting an opinion and defending
it with three minutes of questions.
The purpose of this presentation is not for students
to answer the questions completely and accurately;
they should feel comfortable enough to say ‘I don’t
know’ or ‘I will need to do some research into that’.
The purpose of this presentation is for students to
familiarise themselves with talking about different
aspects of their research, and to build their
confidence with answering questions in front of an
audience.
Possible mock topics may include:
• the importance of chocolate
• the value of music
• the importance of oxygen
• gardening hints.
A similar task may be undertaken in relation to the
student’s particular research topics, or an aspect
of it.
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Advice for teachers (Version 1)EXTENDED INVESTIGATION (PILOT) 2013
SUITABLE RESOURCES
Some of the print resources contained in this list may be out of print. They have been included
because they may still be available from libraries, bookshops and private collections.
At the time of publication the URLs (website addresses) cited were checked for accuracy
and appropriateness of content. However, due to the transient nature of material placed
on the web, their continuing accuracy cannot be verified. Teachers are strongly advised to
prepare their own indexes of sites that are suitable and applicable to the courses they teach,
and to check these addresses prior to allowing student access.
ONLINE RESOURCES
Fisher, A 2001, Critical Thinking: An Introduction, Cambridge
University Press, Cambridge.
Academic Journals, www.academicjournals.org
Demystifying Citing and Referencing Monash University Library
Online Tutorial (including an overview of citation methods),
www.lib.monash.edu.au/tutorials/citing/
Google Scholar, http://scholar.google.com.au/
National Library of Australia: List of comprehensively indexed
journals, www.nla.gov.au/apais/journals.html
National Statement on Ethical Conduct in Human Research
(2007), www.nhmrc.gov.au www.nhmrc.gov.au/guidelines/
publications/e72
Gray, DE 2009, Doing Research in the Real World, 2nd edn,
Sage Publications, Thousand Oaks.
Kellett, M 2005, How to Develop Children as Researchers:
A Step by Step Guide to Teaching the Research Process, Sage
Publications, London.
Kothari, CR 2004, Research Methodology: Methods and
Techniques, 2nd edn, New Age International, New Delhi.
Krueger, RA & Casey, MA 2008, Focus Groups, 4th edn, Sage
Publications, Thousand Oaks.
Kvale, S & Brinkmann, S 2008, InterViews: Learning the Craft of
Qualitative Research Interviewing, 2nd edn, Sage Publications,
Thousand Oaks.
The Search Engine List, www.thesearchenginelist.com
USEFUL REFERENCES
Blaxter, L, Hughes, C & Tight, M 2010, How to Research,
4th edn, Open University Press, Milton Keynes.
Leedy, PD & Ormrod, JE 2013, Practical Research: Planning and
Design, 10th edn, Pearson, Upper Saddle River.
Booth, W, Colomb, G & Williams, J 2008, The Craft of Research,
3rd edn, University of Chicago Press, Chicago.
Matthews, R & Lally, J 2010, The Thinking Teacher’s Toolkit:
Critical Thinking, Thinking Skills and Global Perspectives,
Continuum International Publishing Group, London.
Butterworth, J & Thwaites G 2005, Thinking Skills, Cambridge
University Press, Cambridge.
Maxwell, J 2005, Qualitative Research Design: An Interactive
Approach, 3rd edn, Sage Publications, Thousand Oaks.
Cohen, L, Manion, L & Morrison, K 2011, Research Methods in
Education, 7th edn, Routledge, London.
Plowright, D 2011, Using Mixed Methods: Frameworks for an
Integrated Methodology, Sage Publications, London.
Corbin, JM & Strauss, AL 2008, Basics of Qualitative Research:
Techniques and Procedures for Developing Grounded Theory,
3rd edn, Sage Publications, Thousand Oaks.
Punch, KF 2006, Developing Effective Research Proposals,
2nd edn, Sage Publications, London.
Creswell, JW 2008, Research Design: Qualitative, Quantitative,
and Mixed Method Approaches, 3rd edn, Sage Publications,
Thousand Oaks.
Creswell, JW 2012, Qualitative Inquiry and Research Design:
Choosing Among Five Approaches, 3rd edn, Sage Publications,
Thousand Oaks.
Denscombe, M 2010, The Good Research Guide: For Smallscale Social Research Projects, 4th edn, Open University Press,
Milton Keynes.
Denzin, NK & Lincoln, YS 2011, The Sage Handbook of
Qualitative Research, 4th edn, Sage Publications, Thousand
Oaks.
Salkind, NJ 2012, 100 Questions (and Answers) About Research
Methods, Sage Publications, Thousand Oaks.
Silverman, D & Marvasti, A 2008, Doing Qualitative Research:
A Comprehensive Guide, 2nd edn, Sage Publications, Thousand
Oaks.
Swanborn, P 2010, Case Study Research: What, Why and How?,
Sage Publications, London.
Wolcott, HF 2009, Writing Up Qualitative Research, 3rd edn,
Sage Publications, Thousand Oaks.
Yin, RA 2008, Case Study Research: Design and Methods,
4th edn, Sage Publications, Thousand Oaks.
Dowling, P & Brown, A 2010, Doing Research/Reading Research:
Re-interrogating Education, 2nd edn, Routledge, Abingdon.
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