Source: https://thejournal.com/Articles/2017/07/26/Conducting-Research-based-Projects-in-Elementary-Grades-with-Safety-in-Mind.aspx?Page=1
Deubel (2017) addressed concerns about the manner in which elementary school students typically conduct research. It was found that often Wikipedia is one of the primary websites students will use for research, especially since it is generally one of the top search results even when using kid-friendly search engines, such as KidRex. Not only was Deubel (2017) concerned about the credibility of information sourced from Wikipedia but there were additional apprehension around the advanced reading level of text the website uses. Once Deubel began researching the following questions became predominant:
- How is the research process introduced to elementary students, particularly for using the internet? Are learners provided an age-appropriate online tutorial?
- Is there a standards document indicating skills that students should be developing in elementary grades for using technology to conduct research?
- What guidelines/templates are students provided for developing their projects?
- Are they provided a checklist/rubric for how projects would be graded?
- Who sees their projects?
- How do you make parents aware that their children will be doing internet research and that their children’s “online safety” has been considered? (p. 1)
Teaching Research Methods
Before beginning research it is vital to directly teach students skills and strategies associated with researching. According to Deubel (2017) some school districts provide resources detailing ways to teach research methods. I wonder if my school district, North Vancouver, has any accessible resources for this topic. Lankau, Parrish, Quillin and Schilling (2004) created an instruction guide for teachers called the Research Project Guide: A Handbook for Teachers and Students. The guide illustrates the “Super 3 and Big 6” research models. The model tailored to primary students is the Super 3 model, which leads students through the 3 simple stages including, Plan, Do, Review. The model allows educators and students to be introduced to the planning process, identifying resources, establishing questions based upon students inquiries, detailing credit of sources and assessing final projects.
Safe Websites
Deubel (2017) discussed the vitality of finding safe, age appropriate websites with an appropriate reading level. There are numerous subscription-based platforms available including:
- Britannica School
- EBSCO’s Explora for K–12;
- Infobase Learning’s Facts on File subject-specific databases for middle school and up
- Capstone Publishing’s PebbleGo for pre-K–3 researchers
- Gale’s Kids InfoBits for K–5 research (p.2)
In addition to the subscription based sites there are many free sites available as well. Some of the sites that Deubel recommended were DKfindout, Kidtopia, and SweetSearch. Dkfindout provides information about animals, nature, the earth, English, history, math, the human body, art, music, literature, science, space, sports that is accessible to young learners. There is small amounts of texts on each page and multiple pictures. This site would be a great starting point for student’s inquiries; however, learners would be additional sites to explore topics in greater detail. SweetSearch is another kid-friendly search engine powered by Google. The sites found through this engine have all been approved by research experts, librarians, and teachers. Deubel (2017) recommends that students should be instructed to utilize more than one search engine and to not depend solely on the information obtained from the first search result. The various safe search sites appear to vary in reliability of the generated material depending on the topic that is being searched. This proves the necessity for teachers to introduce multiple search engines for student use.
Enhancing Project-based Learning
According to Deubel (2017) Buck Institute for Education is one of the top resources for project-based learning standards. The BIE model includes creating the following elements: “a challenging problem or question, sustained inquiry, authenticity, student voice and choice, reflection, thoughtful critique and revision, and creating a public product” (p.4). It is also noted that the quality of student work greatly increases when learners are provided with checklists and rubrics. The institute also emphasizes the importance of learners receiving feedback throughout the learning process to allow students to adapt and improve upon their work as they learn. BIE standards also encourage students to share their projects beyond the learners in their own classrooms to add “real-world relevance of their efforts” (p.4). These research projects may begin very simple at a young age and may only include locating facts about a given subject. Deubel (2017) stated that learners are more likely to remember the information and facts they have researched when they create a project that is valuable to them.
Deubel (2017) provided a wealth of resources available to research with support young learners. With all of this information it is time to explore each one in more depth to further see what resources would best support my learners.
Deubel, P. (2017). Conducting Research-based Projects in Elementary Grades with Safety in Mind. The Journal: Transforming Education through Technology. Retrived from: https://thejournal.com/Articles/2017/07/26/Conducting-Research-based-Projects-in-Elementary-Grades-with-Safety-in-Mind.aspx?Page=1
Hello,
I think Deubel raised some very valuable questions, especially “Who sees their projects?” Yes, we want young learners to be content creators, communicators, and global citizens but is it appropriate for children to engaging with the public at such a young age? Internet safety and the rights of the child play important roles in this discussion.