Social Science Research Skills

Social Science Research Skills in the Family Studies Classroom Grade 12 Curriculum Support Materials Issues In Human Growth and Development HHG4M

Written by Kris Ewing Michelyn Putignano Rosemary Sutton

Reviewed by Carole Booth

Edited and Managed by Michelyn Putignano

July 2002

1 Issues in Human Growth and Development – HHG4M

The following activities have been developed for the grade 12 course Issues in Human Growth and development – HHG4M.

The materials created in this documents rely heavily on the use of computer technology to communicate the results of their research. The teacher could easily adapt them all if access to computer technology is limited.

Teachers must follow school and board policies abut the safe and ethical use of the Internet. They must inform their students about these policies. All web sites identified in this documents were current at the time of publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Primary research forms a significant component of these materials. Students must be instructed in the proper and ethical research techniques. When students are conducting primary research collection they should be instructed to respect an individual’s choice to respond to an interview/survey with “no comment” or “no response at all” as a valid answer.

Additional support materials on the use of social science research skills in Family Studies courses can be found in “Social Science Research Skills in the Family Studies Classroom Overview.”

2 Issues in Human Growth and Development [HHG4M], Grade 12, University/College Preparation

Social Science Research Skills

The following coded expectations in HHG4M incorporate social science research skills:

Human Development Overall Expectations HDV.04 · analyse changes in human development throughout the life cycle, including early childhood, adolescence, mid-life, and aging. Specific Expectations HD1.01 – analyse and evaluate factors that contribute to the emotional and physical well-being of a newborn (e.g., nurturing, breast-feeding, security, trust); HD1.03 – investigate theories related to the causes and effects of healthy and unhealthy parent–infant relationships (e.g., Freud’s, Offord’s), and summarize their findings; HD2.04 – analyse and evaluate how an individual’s ability to cope with stress relates to early brain development (e.g., as discussed by McCain and Mustard in the Early Years Study and by Keating and Hertzman in Developmental Health and the Wealth of Nations); HD2.05 – investigate the long-term effects of inadequate nurturing and environmental deprivation (e.g., behavioural problems, criminal behaviour), and summarize their findings; Socialization and Human Development Overall Expectations SHV.02 · investigate and interpret the contributions that schools make to the socialization of individuals across the life span; SHV.03 · identify and evaluate the various ways in which the media can be seen as agents of socialization. Specific Expectations SH2.02 – identify through research and critical analysis the social issues that schools face in educating individuals across the life span (e.g., safety, defiance of authority), and evaluate strategies for dealing with these issues; SH3.01 – analyse media representations of the family (e.g., in TV sitcoms, advertising, movies, music videos; on the Internet) to identify the inherent values and ideologies; Self and Others Overall Expectations SOV.02 · analyse the many relationships that are a part of human development; Specific Expectations SO1.03 – analyse the role that temperament plays in the parent–child relationship; SO1.04 – identify and analyse the causes and effects of positive and maladjusted parent–child relationships. SO2.02 – analyse and compare the relationships in a variety of family models (e.g., nuclear families, alternative family groupings); SO3.02 – analyse and evaluate the connection between children’s communication skills and the quality of their social interactions (e.g., with peers, parents, other adults); Diversity, Interdependence, and Global Connections Overall Expectations GCV.01 · demonstrate an understanding of the diverse influences that shape human growth and development;

3 Specific Expectations GC1.01 – evaluate and compare various theories of male/female morality (e.g., Kohlberg’s model) in relation to gender differences in moral development (e.g., Gilligan’s model); GC1.07 – compare child-rearing practices in various contexts (e.g., on a kibbutz, in a nuclear family); GC1.08 – explain, through critical analysis, the ways in which personal values and standards evolve, vary, and change with time and circumstance (e.g., from family to family, from situation to situation, across the life cycle). Research and Inquiry Skills Overall Expectations ISV.01 · use appropriate social science research methods in the investigation of issues related to human growth and development; ISV.02 · use appropriate psychological and sociological terminology relating to human growth and development; ISV.03 · demonstrate an understanding of how to access, organize, analyse, and evaluate information for research purposes; ISV.04 · communicate the results of their inquiries effectively. Specific Expectations IS1.01 – demonstrate an understanding of social science research methods (e.g., case study, ethnographic study, narrative inquiry); IS1.02 – correctly use psychological terms (e.g., bonding, attachment) and socio-economic terms (e.g., poverty, social status) associated with human growth and development; IS1.03 – use appropriate research and inquiry skills to investigate topics related to human growth and development. IS2.01 – demonstrate effective data-collection skills, including the ability to gather and select relevant information from a variety of primary and secondary sources (e.g., interviews, questionnaires, Internet sites); IS2.02 – use information technology effectively to access and organize the information and data collected; IS2.03 – organize, analyse, and evaluate the quality of the information gathered through research on a particular aspect of human growth and development. IS3.01 – communicate the results of their investigations effectively in oral presentations and written reports and essays, using an appropriate format for social science research (e.g., introduction/background, statement of purpose, description of method(s), data collection, analysis, discussion of results, conclusion); IS3.02 – effectively use computer technology to produce and present the results of research inquiries; IS3.03 – document sources accurately, using correct forms of citation.

The curriculum policy document for this course can be found at http://www.edu.gov.on.ca/eng/document/curricul/secondary/grade1112/social/social.html

To locate a copy of all the coded expectations for HHG4M, please go to: www. curriculum.org. Click on The Ontario Curriculum Centre. Under the heading Grade 12 Course Profiles click on Grade 12 Learning Expectations. Click on Social Sciences and Humanities. Download Issues in Human Growth and Development [HHG4M], Grade 12, University/College Preparation

4 RESEARCH SKILLS DIAGNOSTIC TEST

During your assigned time in the library/resource centre, find a resource for each of the following questions. Using the appropriate bibliographical format, cite the source (e.g., book, newspaper, magazine, journal, encyclopaedia, CD-Rom, Internet, etc.) used for each question.

1. What is the role of fibre in the body?

______

Source:

2. How much does the human brain weigh?

______

Source:

5 3. What was the divorce rate in Canada in the year 2000?

______

Source:

4. Investigate the types of families, which are represented in Canada as well as in your classroom. Provide the research method that you would use for both the primary and secondary research.

PRIMARY RESEARCH METHOD:

SECONDARY RESEARCH METHOD:

5. Which of the following statements represents a good thesis? Circle your answer.

a) The use of pesticides. b) The use of pesticides endangers the lives of people who eat fruit. c) Fruits treated with pesticides may increase the percentage of human fetal deformities. d) Because there is risk attached to pesticides, the government should ban their use. e) Pesticides and fruit are a dangerous combination.

6 Why do you think this statement represents a good thesis statement?

______

6. Provide three reasons why the following research question may pose problems for the investigator.

Is there a relationship between school achievement and parental divorce?

1. ______

2. ______

3. ______

7. State the difference between the qualitative and quantitative research:

QUALITATIVE:

QUANTITATIVE:

8. Define the following terms as they relate to good research design and credible results:

Validity:

Reliability:

7 9. Define PLAGIARISM:

10. Arrange the following STEPS of Social Science Research in sequential order.

_____ A. Interpret the data _____ B. Access the requirements for carrying out the research _____ C. Consider ethical issues _____ D. Define the topic of investigation _____ E. Share your results _____ F. Specify the research question _____ G. Gather data _____ H. Find out what others have learned about the topic _____ I State your conclusions _____ J. Devise a research strategy

8 EVALUATING SOURCES FROM THE WORLD WIDE WEB

“On the Internet, nobody knows you’re a dog.” Peter Steiner, The New Yorker (1993)

The World Wide Web can be a great place to accomplish research on many topics. But, putting documents or pages on the web is often easy, inexpensive or free, unregulated, and unmonitored

The great wealth that the Internet has brought to so much of society is the ability for people to express themselves, find one another, exchange ideas, discover possible peers worldwide they never would have otherwise met, and, through hypertext links in web pages, suggest so many other people's ideas and personalities to anyone who comes and clicks.

Unfortunately, there are some real "dogs" out there, but there are also credible, reliable, excellent sources. The Internet has brought a great wealth of knowledge to our society, which has enabled individuals to research topics of interest, express themselves, exchange ideas, find family and friends, and meet peers worldwide they would not have otherwise met. As well, the hypertext links, which accompany most web pages, offer other people’s thoughts and ideas on the topic.

Unfortunately, there are some inappropriate Internet sites. But, there are many excellent, credible, and reliable Internet sites for your use. Just remember to evaluate the Internet site by following the suggested criteria.

READER’S MISSION: to establish the validity, authorship, timeliness, and integrity of what you find on the WWW

Most pages found in general search engines for the web are self-published or published by small and large businesses. Their motives are usually to get you to buy something or to believe a particular point of view.

9 Not all of the information found on the World Wide Web is accurate. Also, not all websites, no matter how attractive, are good. Thus, evaluating a website becomes an important activity. When evaluating a website, consider the following questions:

 Who wrote the pages?  What does the author have to say about the subject?  What is the author’s tone? (Humorous? Parody? Exaggerated? Overblown arguments? Outrageous photographs? Arguing a viewpoint with examples that suggest that what is argued is ultimately not possible?)  Does the author have the authority to present this information?  Does the author/publishing organization have anything to gain by presenting this information? (Sponsors?)  Why was the site created (Inform? Explain? Facts or Data? Persuade? Promote? Sell? Share? Disclose? Rant?)  When was the site created and last updated?  Where does the site's information come from?  Is the information consistent with other published material on the topic?  Why is the site useful or important?  Can the information be verified in book, periodical or other sources?

HOW TO TEST CREDIBILITY?

Use a search engine like Google or AltaVista to discover who links to the page. Then visit some of those sites to learn what they say about the page in question. In Google or AltaVista, precede the URL by the term link: with no space after the colon.

Example: In search box enter: “link:www.whitehouse.net”

FACT or OPINION? One can easily draw wrong inferences and conclusions if what is accepted as fact is in reality only one person's opinion. To test whether or not a statement is a fact, ask these questions:

Can it be proved or demonstrated to be true? Can it be observed in practice or operation? Can witnesses, manuscripts, or documents verify it?

This does not mean that opinions should be discounted. On the contrary, sound opinions, which are based upon logic, research, study, and experience are very valuable. But, know when a fact ends and an opinion begins.

If more information is needed to evaluate a site, consider e-mailing the author of the site for more information. Good web sites will give the name and e-mail address of a contact person somewhere on the site.

10 A very useful table explaining criteria for website evaluation was created by Jim Kapoun, reference and instruction librarian at Southwest State University, and published in College and Research Libraries News. (July/August, 1998):522-523. The table can be found at: http://servercc.oakton.edu/~wittman/find/eval.htm

This website will also provide many links to Web Articles on Evaluating Internet sources.

Practice your web evaluation skills in the exercise that follows…

EXERCISE: You are asked to investigate the concept of “ emotional deprivation ”

“demonstrate an understanding of the concept of emotional deprivation” (Coded Expectation HD2.03 in HHG4MP)

Find two Internet sources on “emotional deprivation”. Evaluate each source by answering the questions that follow.

 Who wrote the pages?  What does the author have to say about the subject?  What is the author’s tone? (Humorous? Parody? Exaggerated? Overblown arguments? Outrageous photographs? Arguing a viewpoint with examples that suggest that what is argued is ultimately not possible?)  Does the author have the authority to present this information?  Does the author/publishing organization have anything to gain by presenting this information? (Sponsors?)  Why was the site created? (Inform? Explain? Facts or Data? Persuade? Promote? Sell? Share? Disclose? Rant?)  When was the site created and last updated?

Do you believe this is a credible source? Why? or Why not?

______

11 CONCEPT MAPPING

Concept mapping is a general method that can be used to help any individual or group to describe their ideas about some topic in a pictorial form. There are a variety of methods that all currently go by names like "concept mapping", "mental mapping" or "concept webbing". All of them are similar in that they result in a picture of someone's ideas.

Although concept mapping is a general method, it is particularly useful for helping social researchers and research teams develop and detail ideas for research.

Mapping may be seen as a type of brainstorming. Both mapping and brainstorming may be used to encourage the generation of new material, such as different interpretations and viewpoints.

Brainstorming is a process designed to obtain the maximum number of ideas relating to a specific area of interest.

Concept mapping involves identifying concepts or ideas pertaining to a subject, and then describing the relationships that exist between these ideas in the form of a drawing sketch.

Before beginning searching for information, it is advisable to devise a plan that can be used to find the information needed by creating a concept map of the topic being researched.

 Often students are spending most of their  In order to find information effectively, time on the computer searching for students should spend most of their time information on a topic. planning what they are searching for by  Little time is being spent on preparation creating word webs or concept maps on and planning for what they are searching their topic. for, which results in ineffectual findings.  Effective searching is done when most of the planning, analyzing, and keyword refining is done away from the computer.

Reference: Payton, Tammy. Buddy Project: The Next Generation of Teaching and Learning. Concept Mapping. Retrieved on July 15, 2002 from the World Wide Web: http://www.buddyproject.org/tool/search/map.asp

12 THE CONCEPT MAPPING PROCESS

STEP 1: The first step in planning your search is to develop your concept or topic. Decide which concept (or concepts – there may be more than one) is the most important or most inclusive idea, and make a list with this concept at the top. Find the next most general concept and write it next. You now proceed to rank or cluster the remainder of your concepts from the most “general” to the most “specific”.

“identify through research and critical analysis the social issues that schools face in educating individuals across the life span (e.g. safety, defiance of authority), and evaluate strategies for dealing with these issues” (Expectation SH2.02 from HHG4MP)

From this expectation, the following concepts have been selected as important

STAGES OF SOCIAL ISSUES IN STRATEGIES FOR SCHOOLING SCHOOL DEALING WITH ISSUES ACROSS THE LIFESPAN

STEP 2: Begin constructing a concept map by placing the name of the broadest, most inclusive concept(s) at the top of a piece of paper. Work down, adding more specific concepts. Sometimes these may be located alongside each other; sometimes it is most sensible to have them in descending order, one above the other. Enclose each term in a box or circle. At this point, you may decide to write each of the remaining concepts on very small "post-it notes" so you can rearrange your concepts while making the map. This will save time and frustration, as you won’t have to erase and re-write as you think.

STEP 3: Join the concepts with lines and label the lines with linking words that show meaningful connections between the concepts. The “mapper” should try to be "concise" in formulating these links. Linking concepts is the most important aspect of concept mapping. Here are a few examples of linking words used to describe relationships: `composed of', ìncludes', `depends on', ìs influenced by', `causes', ìs effected by', etc.

13 Stages of Schooling Social Issues in School Strategies for Dealing Across the Lifespan with Issues

Elementary suffer Poverty/Hunger influenced Breakfast School by Program Ages

STEP 4: Finish mapping all the concepts in your list. Continue to make the map grow by relating additional concepts from your list to concepts already on the map.

STEP 5: Now, study your map to see if there are any other relevant relationships that should be illustrated between terms on the map. Such relationships, if they exist, may take the form of cross-links. Cross-links are relationships that exist between two concepts or two propositions in different vertical segments of the concept map. Cross-links help to integrate a concept map into a cohesive whole.

STEP 6: When the concepts are linked together to form a cause-effect relationship, an arrow is used to show the direction of the relationship. Not all links need be one-way. Sometimes the relationships may be interdependent which would require a two-headed arrow. Sometime the relationship may be indirect, and in this case, a series of cross-links should be used.

Reference: The Department of Economics, University of Melbourne (February 25, 2000). Concept Maps: A Valuable Learning Tool. Retrieved July 16, 2002 from the World Wide Web: http://www.economics.unimelb.edu.au/cmm.html

HELPFUL TOOLS FOR CONCEPT MAPPING:

INSPIRATION SOFTWARE www.inspiration.com This is currently one of the most popular computer software programs for creating concept maps.

GRAPHIC ORGANIZERS http://www.sdcoe.k12.ca.us/score/actbank/sorganiz.htm

For more options on graphic organizers, type in “graphic organizers” into the search box from Google or Alta Vista. There are many free downloads of graphic organizers available to use.

14 CONCEPT MAP CHECKLIST

Focus EVALUATION Yes No Criteria ORGANIZATION -General to specific: Key concepts to specific details; Main ideas supported by subtopics

RELATIONSHIPS -Meaningful relationships between each two concepts as shown by the line and the words on the link

CONNECTIONS -Links are labelled to make valid, accurate connections between concepts in different parts of the map

COMPLETENESS -Map gives a complete picture of important linkages

PRESENTATION -Presentation is orderly and visually appealing -Demonstrates effective use of the elements of graphic design

Suggestions for improvement on your next concept map:

15 Issues in Human Growth and Development – HHG4M Parents and Their Role in their Children’s Education

Purpose: The purpose of this activity is to: - describe the diverse ways in which aspects of the school environment contribute to the socialization of individuals at various stages of the life cycle - demonstrate an understanding of the impact that parental involvement in schools can have on a child’s growth and development - describe creative approaches to fostering parental involvement in schools

The Process:  You will work in a small group (three to four people) and then each complete an individual report to summarize your results.

Part One  As a group choose one stage of the school system you will investigate: o Preschool o Junior/Senior Kindergarten o Primary (grades 1 – 3) o Junior (grades 4 – 5) o Middle School (grades 6 – 8) o Secondary School (grades 9 – 12)  Your group will conduct a literature search using the Internet and periodicals. Your goal is to gather secondary research on the role that parents play in the education of their children. Ensure that you keep track of where you found all of your research. You will be required to cite all of your sources and give credit using the APA style of citation.  Return to your group when your search is complete and share the information that you have gathered.

Part Two:  During this segment your group will conduct primary research. Your goal is to answer the research question “What role do parents play in the education of their children?”  The group will need to determine how they will gather information and who their sample will be. You may decide to interview parents of children in your selected group, teachers and administrators, parent volunteers (e.g., Home and School Association, Parent Council) or students. To keep your study manageable, choose ONE segment to research.  You will need to determine your best method (tool) of information gathering – survey, interview, observation or a combination of these methods.  Create a research tool that will be distributed to the sample you selected above.

16  Follow the guidelines given in class about creating your research tool. Your teacher must approve your sample and research tool before it is administered.  Each student in the group must be involved in the administration of the survey. When conducting your primary research collection it is important that you respect an individual’s choice to respond to an interview/survey with “no comment” or “no response at all” as a valid answer. Some people will prefer not to participate in your research.  All primary research must be complete and returned to class on ______.

Part Three: After the primary research is brought back to class your group will tally the data. All groups’ members should have this information.

Individually you will write a three-page report that will include the following:

Part A – Introduction and Method . A brief summary of the method and sample used for your primary research

Part B – Results and Discussion . Summarize findings, draw conclusions, and identify similarities and differences between your secondary research and primary results. . Did you notice any differences between the males and females that you surveyed? Ages of students? . How does the information collected in your survey compare to the material presented in class and in other secondary sources? How are they similar or different? Why do you think the similarities/ differences exist? . Are there any views that you find surprising? . How are their views different from yours? . Based on your research answer the question “What makes for an effective school?”

Part C – Conclusion • Examine your research and identify its the implications. What does your research say about the role that parents play in the education of their children? • Based on both your primary and secondary research create a list of creative approaches to fostering parental involvement in schools. Ensure that your suggestions are realistic and appropriate to the age group you are investigating.

17 The following websites will be helpful in your research. They should be used as a starting point only.

Ontario Home and School Association - http://www.ofhsa.on.ca/ Canadian Federation of Home and School Associations - http://cap-pac.ic.gc.ca/chsptf/index.html Ontario School Council Support Centre - http://schoolcouncils.net/ Ontario Parent Council - http://www.ontarioparentcouncil.org/ Parents for Education - http://www.peopleforeducation.com/ Family Education - http://www.familyeducation.com/home/ Parent’s Place – Education Central - http://www.parentsoup.com/edcentral/ Today’s Parent – Education - http://www.todaysparent.com/education/index.jsp

18 What Role Do Parents Play in the Education of Their Children? Rubric

Category Level One Level Two Level Three Level Four (50 – 59%) (60 – 69%) (70 – 79%) (80 – 100%) Knowledge and Understanding Identifies the ways in Identifies the ways in Identifies the ways in Identifies the ways in - report identifies the ways in which parents are which parents are which parents are which parents are which parents are involved in the education of their children involved with limited involved with some involved with involved with a high effectiveness effectiveness considerable degree of effectiveness effectiveness Thinking and Inquiry Examines the impact Examines the impact Examines the impact Examines the impact - report examines the impact that parental with limited with some with considerable with a high degree of involvement has on a child’s education effectiveness effectiveness effectiveness effectiveness Communication Documents sources Documents sources Documents sources Documents sources - all secondary research is cited using APA using correct forms using correct forms using correct forms using correct forms style of citiation in a of citiation somewhat of citiation in a of citiation in a limited manner adequate manner thorough manner

- report is clearly written with few grammar Communicates Communicates Communicates Communicates and spelling errors information with information with information with information with a limited clarity and some clarity and considerable clarity high degree of clarity correctness correctness and correctness and correctness Application Suggests creative Suggests creative Suggests creative Suggests creative - report suggests creative approaches to approaches with approaches with approaches with approaches with a fostering parental involvement in schools limited effectiveness some effectiveness considerable high degree of effectiveness effectiveness - appropriate research tools chosen Chooses appropriate Chooses appropriate Chooses appropriate Chooses appropriate research tool with research tool with research tool with research tool with a limited effectiveness some effectiveness considerable high degree of effectiveness effectiveness

- research tool administered to gather primary Administers research Administers research Administers research Administers research data tools with limited tools with some tools with tools with a high effectiveness effectiveness considerable degree of effectiveness effectiveness

Level ______Comments/Next Steps:

19 The Media as an Agent of Socialization

The following activity addresses these expectations: SH3.01 – analyse media representations of the family (e.g., in TV sitcoms, advertising, movies, music videos; on the Internet) to identify the inherent values and ideologies; SH3.02 – demonstrate an understanding of how the media influence people’s lives (e.g., making lifestyle changes, stereotyping), and evaluate the effectiveness of media censorship; SH3.03 – design a set of guidelines for the media that encourages healthy socialization. IS1.03 – use appropriate research and inquiry skills to investigate topics related to human growth and development. IS2.01 – demonstrate effective data-collection skills, including the ability to gather and select relevant information from a variety of primary and secondary sources (e.g., interviews, questionnaires, Internet sites); IS2.02 – use information technology effectively to access and organize the information and data collected; IS2.03 – organize, analyse, and evaluate the quality of the information gathered through research on a particular aspect of human growth and development. IS3.01 – communicate the results of their investigations effectively in oral presentations and written reports and essays, using an appropriate format for social science research (e.g., introduction/background, statement of purpose, description of method(s), data collection, analysis, discussion of results, conclusion);

Purpose: To investigate how the media portrays families in everyday, social interactions and how this in turn influences our personal and family values/ beliefs at both micro and macro levels.

Assignment Expectations:

1. Read relevant information on socialization in your text, in-class resources, and complete some personal research.

2. In groups of four or less select a movie that clearly depicts a crisis, transition or issue with which a family is faced.

3. You are required to view the movie, on your own time, and preferably with your other group members. Take notes indicating: • How the family is portrayed? • Are the relationships healthy or unhealthy? • What are some of the underlying assumptions about the family/ relationships? • What types of values/lifestyles are portrayed? Are they stereotypical? • What biases do you perceive (e.g., gender, culture, religion, socio- economic, status etc.) in the movie? • What is the message that the director is sending through the movie? Has this message been censored? How? Why?

20 4. Your group is responsible to provide a 10 – 15 minute creative learning experience for the rest of your class on “ the impact of media’s representation of ‘family’ in movies”. You must demonstrate your knowledge and understanding of research information, including key words and terminology related to socialization, and apply them to the actions/events/conversations and interactions among family members in the movie you have chosen to support your arguments.

5. Identify at least 4 guidelines that could be used by the media to encourage the healthy socialization of individuals and families in society.