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Similarities, Differences, and Conclusions

Page history last edited by Stemmy 13 years, 2 months ago

 

 

 The Models: 

                  I-Search                                        Big6                              Pathways to Knowledge 

 

 

Similarities Differences
  • Easily adaptable to subjects or curriculums
  • All involve some sort of
    • Search
    • Evaluation
    • A "task" to complete
  • Critical thinking
  • Pathways to Knowledge
    • Nonlinear
    • Involves appreciation of art and literature
  • I-Search 
    • Allows the student to choose a topic of interest
    • Is more of an introduction to researching
  • Big6
    • Very in depth step by step process, almost too linear

 

 

Conclusion 

 

     The models evaluated were all very different, ranging from basic to in depth, though they all had outstanding qualities and can be used fairly well in the classroom though some are more appropriate for certain settings than others.  I-Search seems more suited to students just starting to learn research skills and would be a great way to introduce informational literacy especially to younger students.  The journaling allows for self and teacher evaluation as well as a great way to organize notes, and choosing a topic of interest will help students understand and obtain the research skills.  Both Pathways to Knowledge and Big6 seem more suited to older students even though they have been used in K-12 settings.  The Big6 will keep students on track but is almost too linear and could become a crutch to students rather than learning and developing their own research techniques.  Pathways to Knowledge may be too confusing to younger students due to its nonlinear aspect, and may not be what students, who need direction, are looking for.  However its steps and adaptability allow students far more freedom when it comes to researching than Big6 and would be the one I would use in a secondary setting.    

 

 


Homepage | I-Search | The Big6 |  Pathways to Knowledge

Similarities, Differences, and Conclusions | References


Updated 2009  

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