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EK313 BLOCK 4 unit 21 1/4 - Coggle Diagram

- - - - The authors see this as advantageous. I see the main difference being that they are amateurs, so are not equipped with relevant experience or skills, which authors appreciate too.
    - - coupled with 'experts in their own lives', however I believe this means they should be consulted but surely cannot lead as a crash course in being a researcher will not be enough.
    - - core mission of CRC : children lead from conception to dissemination
      - Teach 3 core elements. Research should be: sceptical, systematic & ethical
      - The ethical advantages would be that children are aware of the processes and are fully informed. More than if just the object or subject. However, their naïvety and inexperience could lead them to ask or investigate things which are unethical. They may be unaware of where the line is. Also are they professional enough to ensure anonymity of data etc. Also, they may be party to a disclosure which they may find distressing.
        
        lack of an obvious power differential might lead children to share information more easily than they would do with an adult researcher, and since child researchers often carry out research within their own communities, participants might share information with researchers that they later regret.
        In addition, ethical issues might arise relating to influences on the child researchers themselves. While potential harm to participants from research is often a consideration, the reality of research can also be difficult for researchers, as you have seen throughout the module. Although this is true for all researchers, you might think that it is particularly important to consider the welfare of child researchers.
        
        there is rarely one simple answer to an ethical question.
        
        https://learn2.open.ac.uk/mod/oucontent/view.php?id=1778177&section=1.4.1
        
        Liley and Mann give a rationale for their choice of project – to help adults better understand the issues that worry children – and turn this rationale into research questions. They set out their methodology in clear terms and explain why they chose it. They set out the steps they took to make the research ethical, including anonymising the questionnaires, asking for consent and promising confidentiality. Their discussion is reflective – they consider the aspects of their research which did not work as they had hoped (e.g. that many children did not answer all the questions), and suggest ways this could have been addressed (e.g. by providing small incentives to children for completing the questionnaire). They report the findings graphically using a mixture of tables and graphs, and summarise the main findings in text.