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Research Inquiry Methods (COLLECTING (RECEIVING (Students RECEIVED…
Research Inquiry Methods
COLLECTING
Students COLLECTED life histories, artifacts, newspapers and recipe books (319)
Students COLLECTED newspaper clippings for photographic evidence/credibility about "the best farmer" (316)
Students COLLECT oral data by informally ASKING their neighbors’ opinions (SOLICITING hearsay) to determine whom they might interview as a valuable informant. (318)
INTERVIEWING
Boys CONDUCTED INTERVIEWS and experiments to see if feed store potatoes were better to grow than potatoes from under the sink. (319)
Students INTERVIEWED and tape RECORDED 2 farmers about farming practices/tools and LISTENED to the tapes together in class (316)
RECEIVING
Students RECEIVED unsolicited information and materials from the community as their interest become known (319)
Students RECEIVED dead geraniums from the community so that they could STUDY them further as well as REPLANT them in the Spring. (page 319)
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Students REVIEWED back issues of weekly newspapers distributed in textile mills which focused on gardening and cooking talents
Students 'ASKED AROUND' to see who the best farmer was. If the same name came up multiple times, that name was put on a list of potential informants. (page 318)
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ANALYZING
The students WATCHED scenes that included themselves and cashiers in basic math transactions. By watching the filmed scenes, they DISCOVERED that they were using correct mathematical terms; however, there was confusion with math concepts. (337)
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Students ANALYZED presentations from community residents, an eighth grader, and poetry read by the teacher to use to FURTHER UNDERSTAND the difference between formal and informal speech and the dialects from the different speakers. (329
WRITING
Students collected life histories from informants by listening to audio interviews and then TRANSCRIBING them into written summaries. (317)
After listening to tapes, students PRODUCED “scratch lists” which included colloquial terms used by informants, names of products used by informants, and methods utilized in the task (regarding the topic) of the informants. (316)
Students MADE charts, which TRANSLATED and EXPLAINED folk concepts in scientific terms for comparison purposes. (319)
Students TRANSLATED the highly personalized data they collected into a DEPERSONALIZED and DECONTEXTUALIZED form appropriate to the classroom (324).
Notes were COMPILED into “the science book”, a culmination of the students’ work throughout the unit. (319)
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Students 'asked around' to see who the best farmer was. If the same name came up multiple times, that name was PUT ON A LIST of potential informants. (page 318)
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EXPERIMENTING
Boys CONDUCTED interviews and EXPERIMENTS to see if feed store potatoes were better to grow than potatoes from under the sink. (319)
Students EXPERIMENTED with growing their potatoes by both methods to test the local folklore's accuracy (319)
The boys took the information they heard from their informants and ATTEMPTED TO RE-CREATE it through experiments in order to TRANSLATE their informants’ knowledge to scientific knowledge. (319)
VERIFYING
Students RE-CONDUCTED INTERVIEWS to CLARIFY information from initial interviews that couldn't be properly heard. (316)
Students VERIFIED most popular local foodstuffs by LOOKING through recipe books produced by local churches (318).
Students USED each other’s journals to ACT OUT events and scenes in their lives. These re-enactments and journal entries became a baseline discussion point of where to ADD MORE DETAIL into a text and why. (336-337)
KNOWING
Parents of students BECAME SOURCES of learning, coming to the class and speaking or DEMONSTRATING in relation to the topic (320)
Students found that their IMPLICIT KNOWLEDGE (about greens) could be used and EXPANDED through attentive QUESTIONS. (324)
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