A research question can simply originate from the teacher’s reflection. Every time you teach, there must be things that cause you to reflect. When doing so, you might ask yourself:
- Why did it happen?
- What was different?
- How can it be changed?
- What should I do next?
There are ways you can do in order to develop a research question. Patterson (1993) suggested some ways, like:
- Set aside 10 minutes to write at the end of each day.
- At the end of two weeks, read your journal, looking for
significant ideas and themes.
- Brainstorm a list of things that you would like to investigate.
- Review the list and write a first draft of your question.
- Write a paragraph of supporting rationale for your question.
- Reflect on your question.
- One thing I would like to change is…
- My practice could be improved by…
- The students I work with need…
- I would like to know…
- I wonder why…
- The most important thing about teaching is…
- The best learning environment for students is…
- I need to learn how to…
- My students would do better if…
- Brainstorm issues of concern or interests relating to your
educational context. Record each item on a separate note.
- Group your items using affinity charting (a chart to show similarity or dissimilarity). Place the most diverse statements on the table in a row. Place items that have a common theme or focus in each column.
- Review and reflect on the placement. Do some items fit better in
a different column?
- Develop a draft research question that reflects the key issue in
- Choose the question that most interests you and is possible to
After developing a research question either individually or with a partner, the next thing a teacher must do is that he or she has to pay attention to some points. The points are:
- Studying this question will enhance my professional practice.
- This question will be of value to my classroom, school and/or
- The climate of my classroom will be supportive of this question.
- The question focuses on an important issue.
- The question can be studied in the time available.
- I can access literature or other resources that will provide
- The data needed to answer this question are accessible.
- The question is of personal interest to me.
Reflect on the question also in case of your assumptions regarding the question. Ask yourself whether your question is enabling or limiting, whether you are committed or indifferent, and finally whether it favors status quo or change.
Patterson, L., C. Minnick Santa, K. G. Short and K. Smith (eds). 1993. Teachers Are Researchers: Reflection and Action. Newark, Del: International Reading