3.2 Exemplar 1
Topic: Hong Kong, My Home
Area of research: Transport Management Education level: Secondary
Subject: Economic and Public Affairs
1. Initiating a Task
(a) Identify an area of research
Teacher can set out the topic area for the students to investigate, e.g. Hong Kong, my home – transport management.
(b) Suggest question for investigation
Students can decide on their research questions under the topic of transport management with or without teacher supervision, e.g.
‘What are the procedures for driving a vehicle lawfully in Hong Kong?’
(c) Decide what information is needed to complete the investigation
Students are to search the Internet for information.
(d) Identify audience and presentation format
Students are to share their researched information with the teacher and other classmates via PowerPoint display.
(e) Establish evaluation criteria
Teacher is to assess students and also students are to assess themselves.
2. Gathering Information
(a) Finding relevant information sources related to the investigation
Internet websites such as the Hong Kong Government’s would address issues concerning transport and law.
http://www.info.gov.hk
(b) Identify and select sources of information
One approach to the research question is to research on the driving licence application procedures. The Transport Department’s homepage would be the most appropriate.
http://www.info.gov.hk/td/
(c) Locate the individual sources
The section of Licences and Permits within the Transport Department provides information that relates specifically to driving in Hong Kong.
http://www.info.gov.hk/td/eng/services/lp_menu_index.html
(d) Find information within sources
To find out the application procedures for the driving licence, the section on Vehicle and Driving Licences provides the details and downloadable application forms.
http://www.info.gov.hk/td/eng/services/lp_menu_index.html
3. Exploring Information
(a) Establish a focus for inquiry
Identify the requirements and details for applying a driving licence.
http://www.info.gov.hk/td/eng/services/lp_menu_index.html
(b) Engage information within a source
Download application guidelines on How to Apply for a Driving Licence.
http://www.info.gov.hk/td/eng/services/drive_index.html
(c) Systematic scanning and organizing of data
Browse through all the sections of Requirements for Obtaining a Driving Licence;
Procedures for Obtaining a Full Driving Licence with Driving Test; Driving in Hong Kong for Overseas Driving Licence Holders; General Information on Driving Licence;
and Appendices.
(d) Record the main idea from the source
Take written notes to summarise all the sections, including their flow charts.
(e) Examine, select and reject information/ideas
Choose the sections that are particularly relevant to the research question, e.g.
Requirements for Obtaining a Driving Licence and Procedures for Obtaining a Full Driving Licence with Driving Test.
http://www.info.gov.hk/td/eng/services/drive1_index.html http://www.info.gov.hk/td/eng/services/drive2_index.html
4. Organising Information
(a) Extract relevant information
Using the Flow Chart for Obtaining a Full Driving Licence to search and use extracts within the section to complement each stage in the chart.
(b) Arrange and rearrange information fragments until patterns emerge
Begin to add sections to the flow chart which can provide a more macro picture to the research question.
(c) Record and store information
Complete the new flow chart which incorporates the requirements for those who are and are not qualified for applying a full driving licence; and how to apply for learner’s driving licence.
(d) Evaluate information
The information at hand is sufficient for answering the research question. However, further research can be conducted to give more information to the audience.
5. Creating New Information
(a) Specify need for particular information
Besides the procedures for applying a driving licence, there are other information such as ordinances that also stipulate the legality of driving in Hong Kong.
(b) Gather information pertinent to the focused topic
A variety of codes and guidelines to driving can be found under the Advice to Road Users in the Transport Department’s website, e.g. drink driving, using the mobile phone whilst driving, passengers not wearing seats and so on.
http://www.info.gov.hk/td/eng/td29_flash.html
(c) Interpret, analyse and synthesise information collected
Add the new information to complement the flow chart and the overall presentation.
(d) Revise and edit
Examine the new information for inconsistencies with the information that already answers the research question. Draw links between the new and existing information.
(e) Review plan for research
Students are to refer back to the information process for any significant stages that they have omitted which prove to be crucial for the research.
6. Sharing & Presenting Information
(a) Present findings in written/oral form
Students are to present to their classmates by using PowerPoint displays which feature flow charts and bullet points to illustrate the significant findings from the research.
(b) Present recommendations to audience
Students are to draw conclusions by offering their solutions on how to drive a vehicle in Hong Kong legally and safely.
(c) Interact with audience
A question time is to be allocated at the end of the presentation for the audience to discuss with the presenters about further issues arising from the research topic.
7. Assessing & Evaluating
(a) Judge the effectiveness of end product
The teacher is to judge the end product based on criteria such as the style of presentation, validity, reliability and so on.
(b) Gain feedback from wider community
Input from the audience are to be gained for criticising and also improving the end product of whether the topic is worth further researching.
(c) Judge the efficiency of information research process
Rubrics can be used to assess the components the whole process.
(d) More research needed before reporting?
Review the information process of whether there was sufficient information gathered for the presentation.
(e) Evaluate the information research process
Criteria for every stage of the information process are to be assessed by the teacher and students for their own performances.