“If we knew what it was we were doing, it

would not be called research, would it?” 

- Albert Einstein
Video: Developing a Research Question

https://www.youtube.com/watch?v=LWLYCYeCFak
Developing your
Research Question
STEP BY STEP GUIDE
1. Brainstorm

Write down as many ideas as you can

about possible topics you could research
2. Background research

 Choose the topic from your brainstorm that you

are most interested in researching
 Explain why you are interested in this topic
 Document what you already know about this topic
3. Refine a topic into a question

 Identify specific questions that you have about your

chosen topic
 Choose at least three specific questions which can be
answered through your own research
 Good questions require analysis of information
 Open questions tend to be much more appropriate for good
overall research questions
4. Choose a capability
 You must choose one which is directly related to your research
 To show your understanding of a capability, write at least one paragraph
which explains what you think the capability means and why it is
important

List of capabilities:
 literacy
 numeracy
 information and communication technology capability
 critical and creative thinking
 personal and social capability
 ethical understanding
 intercultural understanding
List of Capabilities in detail
Literacy
 communicating with a range of people in a variety of contexts
 asking questions, expressing opinions, and taking different perspectives into account
 using language with increasing awareness, clarity, accuracy, and suitability for a range
of audiences, contexts, and purposes
 accessing, analysing, and selecting appropriate primary and secondary sources
 engaging with, and reflecting on, the ways in which texts are created for specific
purposes and audiences
 composing a range of texts — written, oral, visual, and multimodal
 reading, viewing, writing, listening, and speaking, using a range of technologies
 developing an understanding that different text types (e.g. website, speech, newspaper
article, film, painting, data set, report, set of instructions, or interview) have their own
distinctive stylistic features
 acquiring an understanding of the relationships between literacy, language, and
culture.
Numeracy
 using appropriate language and representations (e.g. symbols, tables, and graphs) to
communicate ideas to a range of audiences
 analysing information displayed in a variety of representations and translating information
from one representation to another
 justifying the validity of the findings, using everyday language, when appropriate
 applying skills in estimating and calculating, to solve and model everyday problems
using thinking, written, and digital strategies
 interpreting information given in numerical form in diagrams, maps, graphs, and tables
 visualising, identifying, and sorting shapes and objects in the environment
 interpreting patterns and relationships when solving problems
 recognising spatial and geographical features and relationships
 recognising and incorporating statistical information that requires an understanding of
the diverse ways in which data are gathered, recorded, and presented.
Information and communication technology
 understanding how contemporary information and communication technologies affect
communication
 critically analysing the limitations and impacts of current technologies
 considering the implications of potential technologies
 communicating and sharing ideas and information, to collaboratively construct
knowledge and digital solutions
 defining and planning information searches of a range of primary and secondary
sources when investigating research questions
 developing an understanding of hardware and software components, and operations of
appropriate systems, including their functions, processes, and devices
 applying information and communication technology knowledge and skills to a range
of methods to collect and process data, and transmit and produce information
 learning to manage and manipulate electronic sources of data, databases, and software
applications
 applying technologies to design and manage projects
Critical and creative thinking
 thinking critically, logically, ethically, and reflectively
 learning and applying new knowledge and skills
 accessing, organising, using, and evaluating information
 posing questions and identifying and clarifying information and ideas
 developing knowledge and understanding of a range of research processes
 understanding the nature of innovation
 recognising how knowledge changes over time and is influenced by people
 exploring and experiencing creative processes and practices
 designing features that are fit for function (e.g. physical, virtual, or textual)
 investigating the place of creativity in learning, the workplace, and community life
 examining the nature of entrepreneurial enterprise
 reflecting on, adjusting and explaining their thinking, and identifying the reasons for
choices, strategies, and actions taken.
Personal and social capability
 developing a sense of personal identity
 reviewing and planning personal goals (for example: in the planning of
research)
 developing an understanding of, and exercising, individual and shared obligations
and rights
 participating actively and responsibly in learning, work, and community life
 establishing and managing relationships in personal and community life, work,
and learning
 developing empathy for and understanding of others
 making responsible decisions based on evidence
 working effectively in teams and handling challenging situations constructively
 building links with others, locally, nationally, and/or globally.
Ethical understanding
 identifying and discussing ethical concepts and issues
 considering ethical and safe research processes, including respecting the rights
and work of others, acknowledging sources, and observing protocols when
approaching people and organisations
 appreciating the ethical and legal dimensions of research and information
 reflecting on personal ethics and honesty in experience and decision-making
 exploring ideas, rights, obligations, and ethical principles
 considering workplace safety principles, practices, and procedures
 developing ethical sustainable practices in the workplace and the community
 inquiring into ethical issues, selecting and justifying an ethical position, and
understanding the experiences, motivations, and viewpoints of others
 debating ethical dilemmas and applying ethical principles in a range of situations
Intercultural understanding
 identifying, observing, analysing, and describing characteristics of their own
cultural identities and those of others (e.g. group memberships, traditions, values,
religious beliefs, and ways of thinking)
 recognising that culture is dynamic and complex and that there is variability
within all cultural, linguistic, and religious groups
 learning about and engaging with diverse cultures in ways that recognise
commonalities and differences, create connections with others, and cultivate
mutual respect
 developing skills to relate to and move between cultures
 acknowledging the social, cultural, linguistic and religious diversity of a nation,
including those of Aboriginal and Torres Strait Islander societies in Australia
 recognising the challenges of living in a culturally diverse society and of
negotiating, interpreting, and mediating difference