{"id":3805,"date":"2017-06-15T02:28:32","date_gmt":"2017-06-15T02:28:32","guid":{"rendered":"http:\/\/ibpsych.themantic-education.com\/?p=3805"},"modified":"2017-06-15T02:28:32","modified_gmt":"2017-06-15T02:28:32","slug":"is-this-a-good-ee-question","status":"publish","type":"post","link":"https:\/\/www.themantic-education.com\/ibpsych\/2017\/06\/15\/is-this-a-good-ee-question\/","title":{"rendered":"“Is this a good EE question?”"},"content":{"rendered":"

There\u2019s only way way we should be answering this question, in my opinion. And the answer should always be\u2026 \u201cWell, it depends.\u201d<\/span><\/p>\n

Let\u2019s first assume that the question in question addresses some kind of relationship between one or more variables and individual human behaviour (or mental processes). If it does this, it\u2019s suitable for psychology. If not, it needs amending. About 10% of \u201cIs this a good EE question\u201d questions are based on a blurring of boundaries between subjects, like psychology, sociology or anthropology. I\u2019m always seeing excellent feedback and guidance given to these sorts of questions.<\/span><\/p>\n

In this post, however, I\u2019d like to focus on the >90% of the questions that are asked because there\u2019s a concern that the student\u2019s question is too broad or vague.<\/span><\/p>\n

Whenever someone asks me, \u201cis this is a good research question,\u201d my reply is always, \u201cWell, it depends. Where are they in the research process?<\/em>\u201d<\/strong><\/span><\/p>\n

The core argument I\u2019m going to put forward in this post is that in the early stages of a student\u2019s EE research, we should absolutely be allowing broad, vague and general questions. If they are still broad and vague by the <\/span>end <\/span><\/i>of the process, well that\u2019s a different story. But I\u2019d hazard a guess that nearly every \u201cis this a good EE question\u201d question is being asked when the student is just starting out, hence the supervisor (or student) is seeking feedback before approving the question (or starting the process).<\/span><\/p>\n

And I\u2019m not saying don\u2019t ask the question or seek help from colleagues. Teachers asking about EE questions are doing so because they\u2019re conscientious and want what\u2019s best for their students, and this is commendable. And I\u2019m not trying to belittle the feedback given. We all thrive off of the support from one another, and I think the IB Psychology community is very supportive and we should keep this up. But what I\u2019m hoping is that after hearing my thought-processes and rationales behind green-lighting vague and general research questions for students (at the beginning of their research), our collective feedback and guidance can become much better. Better for fellow teachers, and thus better for our students. Because I feel as a community we\u2019re expending too much effort worrying about the research <\/span>question<\/span><\/i>, and not enough time talking about the research <\/span>process<\/span><\/i>, or even the final product.<\/span><\/p>\n

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The EE process is about sculpting – taking a chunky topic and refining it into a well-written and focused question that encompasses the core arguments put forward in the essay. But this is an evolutionary process that takes time and effort by the student. The essay itself is also a process of sculpture, from taking big chunks of research and turning them into a refined, carefully crafted and dare I say, even beautiful piece of work. (image from bigstockphoto.com)<\/p><\/div>\n

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Is it a good question? <\/b>It always depends on where they’re at in the research process!<\/b><\/h2>\n

Let\u2019s remember that when students select their EE topic they\u2019re in their first year of studying psychology and they\u2019re novices. They haven\u2019t been through the rigorous and academically demanding IB Psychology course and they\u2019re only starting out. So they don\u2019t have \u00a0a wealth of subject knowledge upon which to draw in order to ask focused and specific questions about the relationship\/s between specific variables and specific behaviours. All they have is a general area of interest.<\/span><\/p>\n

Couple this with the fact that they are encouraged to pursue research topics that extend well-beyond what they\u2019re doing in the course, and we can see that students are somewhat out of their depth. How can we realistically expect them to ask questions about the way specific variables influence specific human behaviours if they don\u2019t know what these variables or behaviours are in the first place!?<\/em><\/span><\/p>\n

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An Example<\/strong><\/h2>\n

Let\u2019s look at an example of a question that was asked recently:<\/span><\/p>\n

\u201c<\/span>“To what extent is IQ (testing) a reliable way of measuring intelligence?”<\/span><\/p>\n

Now the well-meaning feedback from supportive teachers was along the same lines that it always is, \u201cit\u2019s too broad and needs to be focused.\u201d <\/span><\/p>\n

The response should have been, I think\u2026 \u201cWell, it depends. Where are they at in the research process?\u201d If the answer to that question is, \u201cthey\u2019ve done all their research and now they\u2019re doing the write-up,” then yes, perhaps it\u2019s too broad to be effective. But then again, they would only be able to narrow it down to a specific type of test or a specific type of intelligence if they discovered that and knew about it from their research! If they haven\u2019t got detailed knowledge, they can\u2019t ask detailed questions.<\/span><\/p>\n

What\u2019s more likely is that this question is from a student who is just starting out in their research. And in that case, let\u2019s put ourselves in their shoes for a moment and see the world from their perspective. They\u2019ve asked this question because they\u2019re interested in the topic, but they\u2019ve probably got no idea about different types of intelligence, or that there are multiple ways of testing it. All they know is that IQ tests are used to test intelligence and they\u2019re not sure that\u2019s reliable, so they want to investigate it. That to me, is commendable and they should be allowed to go for it.<\/span><\/p>\n

If they haven\u2019t got detailed knowledge, they can\u2019t ask detailed questions.<\/em><\/p><\/blockquote>\n

So I\u2019d give this kid the green light! And if there is a concern that it\u2019s too broad, the green light can come with this proviso. Perhaps some feedback along the lines of, \u201cSounds like an interesting topic. As you\u2019re doing your research, though, be mindful of ways you can focus your question a little bit. Maybe by finding a particular type of intelligence that\u2019s measured, or a particular type of test. But for now, go and get stuck in and see what you come up with.\u201d We might even prompt them with some possible things to look at, but we definitely shouldn\u2019t be messing with their question, I don’t think. That\u2019s up to them.<\/span><\/p>\n

Because research is a journey of academic discovery and intellectual enlightenment. If we\u2019re the ones as supervisors who cut down on the possible paths a student might explore, sure they\u2019ll get to their end goal faster and probably more efficiently, but will they be richer for having done so? Conducting research is about staring into a dense jungle of clusters of information, varying sources, and different resources. It\u2019s about the frustration of getting lost in a tangle of abstracts, abstract terms and rabbit holes of conflicting facts and nearly drowning in swamps of information. It\u2019s about taking copious notes and wrangling with the questions \u201cWhere the hell am I going with this?\u201d and \u201cWhat am I doing?\u201d \u201cWhat does this mean?\u201d But it\u2019s also about the thrill and excitement that comes with slowly striking one\u2019s way through this tangle, being able to find the connecting paths and coming through the other side battered, but more knowledgeable. But this joy and excitement that accompanies academic exploration and discovery will only come if it\u2019s been an organic process that the student has taken control of.<\/span><\/p>\n

We simply cannot expect students to have focused questions about topics they haven’t yet researched!<\/em><\/p><\/blockquote>\n

The extended essay is the best opportunity the IB provides for DP students to conduct extensive inquiry-based investigations on <\/span>topics of their choice<\/span><\/i>. To eliminate the possible paths they may go on too early in their process because we can see that the question is too broad, is to deprive them of a potentially enriching experience, personally, academically and intellectually.<\/span><\/p>\n

My point here is that let\u2019s encourage students to ask interesting questions and present interesting answers. And we simply cannot expect them to have focused questions about topics they haven’t yet researched! We should also be focusing more on their process and the product, rather than their question. <\/span><\/p>\n

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Some Examples<\/b><\/h2>\n

Here are some initial EE questions that I would green light if a student came to me and asked for approval before they start their research<\/em>:<\/span><\/p>\n