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Unit Standard No.12164Page 19





To give a practical example or illustration of a theoretical concept


To infer more widely from a limited range of known facts

High Order (ie. learners develop new knowledge)

Specifying relationships

To name or mention expressly a connection or association of one thing with another

Formulating hypothoses

To make a statement as a starting point for further investigation from known facts; to make a proposition as a basis for reasoning, without knowing the outcome

Devising ways of testing

To come up with quantitative or qualitative methods for assessing the validity or otherwise of a specific idea/concept/belief

Formulating generalisations

To draw overall or holistic conclusions based on data

Justifying claims

To provide examples and reasons for making certain statements (“claims”).

Making inferences

To form a conclusion from premises

Solving problems

To find a solution to a problem

Producing new ideas

To produce new thinking on a topic

Expressing value

Describing the relative worth or value of something in relation to something else; to estimate the value of something


To assess or appraise something; to make a judgement

12. How to conduct research

Often, as part of a structured learning activity, you will be asked to “conduct research”. What this means in essence is that you need to find other sources of information about your topic and you will need to provide additional information in a coherent and summarized manner. Below are some tips and techniques to conducting research:


Get focused.  You will be more effective in doing research if you know exactly what you want and why you want it. So before you start, write a short sentence describing exactly what you want to find and why. An example could be “I want to find out what changes there have been to UIF (Unemployment Fund) legislation and how this affects domestic workers”.


List all possible sources for finding out information. Be creative! Resources can usually be placed into three categories:

Hard copy (anything you can pick up, such as newspapers, books, technical manuals)

People (experts in certain fields)

Auditory and visual media (internet, radio, TV)

Be specific. Don’t just put down “internet” as a source; instead list the specific websites which may be helpful. For people resources, put down the names of the specific people who could be useful sources of information. Once you’ve identified different sources of information, highlight three to five sources that you believe will be most useful to you. Now focus on those!

INSMAT final materials31/10/03

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