3-4 Neighbourhood Research Inquiry
Dear parents, 27/11/12
This is a letter to keep
you updated on our neighbourhood research inquiry unit so that you can best
support your child’s learning. At the
moment, students have begun their own ‘research stories’. We are supporting students to move away from an
understanding of research as only a fact finding process based around a limited topic such as
‘the sea’ or ‘animals’ for example, into
an understanding that research is a narrative, determined by the perspective
and evidence provided by the researcher. Research is not just finding out what
is already known and re-stating it but is also about creating new thinking.
Each student has begun to think
about their own research narratives by creating a mind map and having this
conferenced with a teacher. We are emphasising the process of research
(rather than the product) and we are asking student to think about how they can
use a range of research mediums (for example creating surveys, designing
experiments, contacting and interviewing experts, visiting specialist libraries
or centres, organising excursions or school visitors). We are also emphasising
goal setting, problem solving and project planning skills required for this
process.
For this reason we have
encouraged students to refine their research into topics that are possible to
attempt locally.
For
example
An interest in Anne Frank can
become a research title “Is there an ‘Anne Frank’ in Melbourne?” which can be
developed through various research methods including a trip to the Holocaust Museum’.
“Why do Kookaburra’s laugh?” becomes ‘”Why do people think Kookaburra’s laugh?”
Ways to
support your child
·
Discuss the
topic your child has started exploring and ask to see their mind map
·
Discuss
the research mediums (methods) they are planning on using
·
Discuss
the step or goal they are currently up to
·
Discuss
what kind of an expert may be suitable for their project and consider if there
are any experts within their existing community.
·
Discuss
any smaller excursions that may extend their research
Thanks in
advance for supporting this learning and thanks generally for giving us the
opportunity to work with your children.
Alexandra Hilvert and Sheryal
Musumeci
