Research gives the team a reasoned basis for action. Each member should investigate a distinct aspect or perspective and then communicate findings so that the whole team can make an informed decision.

Learning Objectives

What The Team Needs To Discover

The research should establish the nature and scale of the local issue, its important causes and effects, who is affected, why people view it differently, what has already been attempted and what actions may be practical. The team does not need to investigate every possible angle. It needs enough well-selected evidence to understand the problem and choose a justified response.

Dividing Research Meaningfully

Each member should research a different aspect, such as a different perspective. Dividing work by “find two websites each” is weak because members may duplicate information without developing distinct expertise. Better divisions are based on questions, stakeholders or causes.

Understanding Perspectives

A perspective is a viewpoint shaped by evidence, experiences, values, interests and priorities. Two people in the same place may hold different perspectives, while people in different countries may share one. Therefore, “local, national and global” are useful scales but do not automatically create meaningful perspectives.

For example, students may value convenience, parents may prioritise safety, school leaders may focus on cost and supervision, and health professionals may emphasise long-term wellbeing. A strong investigation explains the reasoning and evidence behind these viewpoints instead of listing quotations.

Secondary Research

Secondary sources include reports, academic studies, government data, articles, books, policy documents, organisational publications and credible websites. Use a range rather than relying on one source type. Record the author or organisation, title, publication date, publisher or website, relevant page or section and access date where required.

Evaluate whether a source is relevant to the local issue, recent enough, based on appropriate evidence and produced by someone with suitable expertise. Also consider purpose and possible bias. A campaign group may provide valuable specialist evidence but may select facts that support its aims. A government report may provide large datasets but may not represent every local experience.

Primary Research

Primary research is information collected directly by the team. Suitable methods may include questionnaires, interviews, observations, counts, measurements or small focus groups. Primary research should have a clear purpose and should not be collected merely because the method seems impressive.

• Questionnaires can gather patterns from many people but may produce shallow answers.
• Interviews provide detail and explanations but usually involve fewer participants.
• Observations show behaviour in context but may not reveal motives.
• Counts and measurements provide numerical evidence but require consistent procedures.
• Focus groups reveal discussion and disagreement but may be influenced by dominant speakers.

Designing Fair Research

Questions should be neutral, clear and relevant. Avoid leading wording such as “Do you agree that the school should finally stop wasting paper?” A more neutral version is “Which of the following measures, if any, would most reduce unnecessary paper use at school?” Include options that allow disagreement or uncertainty.

The sample should be appropriate. Surveying only the team’s close friends cannot represent the whole school. The team should explain who participated, how they were selected and what limitations remain. Ethical requirements include informed participation, privacy and safe storage of information.

Evaluating Evidence During Research

Sharing Research With The Team

Each member should prepare a concise research summary rather than sending a collection of links. A useful summary includes the research question, three to five important findings, evidence supporting each finding, source details, limitations, the perspective represented and possible implications for the action.

During the team discussion, members should question and compare findings. Where sources disagree, identify whether the disagreement results from different values, locations, dates, samples or methods. The aim is not to force all evidence into one conclusion but to understand uncertainty before choosing an action.

Connecting Research To The Project Action

Research should influence the decision. If students report that reusable bottles are too expensive, a poster campaign alone may not address the barrier. If observation shows that water stations are difficult to access, improving signs or discussing placement with school management may be more relevant. The team should be able to explain why its chosen action follows from the evidence.

Research Log

Every member should keep a record of searches, sources, interviews, data, findings and decisions. The log helps prevent lost references, supports authentication and provides material for the Reflective Paper. It can also show how an early assumption changed after new evidence was considered.

Quick Check

Suggested Answers

The website division does not ensure different questions or perspectives and may create duplication. A perspective is supported by reasoning and shaped by evidence, values, experiences and interests. Interviews provide detailed explanations but usually involve small samples. Local survey results depend on who answered and how they were selected. A research summary should present the question, main findings, evidence, source details, limitations, perspective and implications for action.