what is a research idea

1000+ FREE Research Topics & Ideas

If you’re at the start of your research journey and are trying to figure out which research topic you want to focus on, you’ve come to the right place. Select your area of interest below to view a comprehensive collection of potential research ideas.

Research Topic FAQs

What (exactly) is a research topic.

A research topic is the subject of a research project or study – for example, a dissertation or thesis. A research topic typically takes the form of a problem to be solved, or a question to be answered.

A good research topic should be specific enough to allow for focused research and analysis. For example, if you are interested in studying the effects of climate change on agriculture, your research topic could focus on how rising temperatures have impacted crop yields in certain regions over time.

To learn more about the basics of developing a research topic, consider our free research topic ideation webinar.

What constitutes a good research topic?

A strong research topic comprises three important qualities : originality, value and feasibility.

• Originality – a good topic explores an original area or takes a novel angle on an existing area of study.
• Value – a strong research topic provides value and makes a contribution, either academically or practically.
• Feasibility – a good research topic needs to be practical and manageable, given the resource constraints you face.

To learn more about what makes for a high-quality research topic, check out this post .

What's the difference between a research topic and research problem?

A research topic and a research problem are two distinct concepts that are often confused. A research topic is a broader label that indicates the focus of the study , while a research problem is an issue or gap in knowledge within the broader field that needs to be addressed.

To illustrate this distinction, consider a student who has chosen “teenage pregnancy in the United Kingdom” as their research topic. This research topic could encompass any number of issues related to teenage pregnancy such as causes, prevention strategies, health outcomes for mothers and babies, etc.

Within this broad category (the research topic) lies potential areas of inquiry that can be explored further – these become the research problems . For example:

• What factors contribute to higher rates of teenage pregnancy in certain communities?
• How do different types of parenting styles affect teen pregnancy rates?
• What interventions have been successful in reducing teenage pregnancies?

Simply put, a key difference between a research topic and a research problem is scope ; the research topic provides an umbrella under which multiple questions can be asked, while the research problem focuses on one specific question or set of questions within that larger context.

How can I find potential research topics for my project?

There are many steps involved in the process of finding and choosing a high-quality research topic for a dissertation or thesis. We cover these steps in detail in this video (also accessible below).

How can I find quality sources for my research topic?

Finding quality sources is an essential step in the topic ideation process. To do this, you should start by researching scholarly journals, books, and other academic publications related to your topic. These sources can provide reliable information on a wide range of topics. Additionally, they may contain data or statistics that can help support your argument or conclusions.

Identifying Relevant Sources

When searching for relevant sources, it’s important to look beyond just published material; try using online databases such as Google Scholar or JSTOR to find articles from reputable journals that have been peer-reviewed by experts in the field.

You can also use search engines like Google or Bing to locate websites with useful information about your topic. However, be sure to evaluate any website before citing it as a source—look for evidence of authorship (such as an “About Us” page) and make sure the content is up-to-date and accurate before relying on it.

Evaluating Sources

Once you’ve identified potential sources for your research project, take some time to evaluate them thoroughly before deciding which ones will best serve your purpose. Consider factors such as author credibility (are they an expert in their field?), publication date (is the source current?), objectivity (does the author present both sides of an issue?) and relevance (how closely does this source relate to my specific topic?).

By researching the current literature on your topic, you can identify potential sources that will help to provide quality information. Once you’ve identified these sources, it’s time to look for a gap in the research and determine what new knowledge could be gained from further study.

How can I find a good research gap?

Finding a strong gap in the literature is an essential step when looking for potential research topics. We explain what research gaps are and how to find them in this post.

How should I evaluate potential research topics/ideas?

When evaluating potential research topics, it is important to consider the factors that make for a strong topic (we discussed these earlier). Specifically:

• Originality
• Feasibility

So, when you have a list of potential topics or ideas, assess each of them in terms of these three criteria. A good topic should take a unique angle, provide value (either to academia or practitioners), and be practical enough for you to pull off, given your limited resources.

Finally, you should also assess whether this project could lead to potential career opportunities such as internships or job offers down the line. Make sure that you are researching something that is relevant enough so that it can benefit your professional development in some way. Additionally, consider how each research topic aligns with your career goals and interests; researching something that you are passionate about can help keep motivation high throughout the process.

How can I assess the feasibility of a research topic?

When evaluating the feasibility and practicality of a research topic, it is important to consider several factors.

First, you should assess whether or not the research topic is within your area of competence. Of course, when you start out, you are not expected to be the world’s leading expert, but do should at least have some foundational knowledge.

Time commitment

When considering a research topic, you should think about how much time will be required for completion. Depending on your field of study, some topics may require more time than others due to their complexity or scope.

Additionally, if you plan on collaborating with other researchers or institutions in order to complete your project, additional considerations must be taken into account such as coordinating schedules and ensuring that all parties involved have adequate resources available.

Resources needed

It’s also critically important to consider what type of resources are necessary in order to conduct the research successfully. This includes physical materials such as lab equipment and chemicals but can also include intangible items like access to certain databases or software programs which may be necessary depending on the nature of your work. Additionally, if there are costs associated with obtaining these materials then this must also be factored into your evaluation process.

Potential risks

It’s important to consider the inherent potential risks for each potential research topic. These can include ethical risks (challenges getting ethical approval), data risks (not being able to access the data you’ll need), technical risks relating to the equipment you’ll use and funding risks (not securing the necessary financial back to undertake the research).

If you’re looking for more information about how to find, evaluate and select research topics for your dissertation or thesis, check out our free webinar here . Alternatively, if you’d like 1:1 help with the topic ideation process, consider our private coaching services .

Psst… there’s more (for free)

This post is part of our dissertation mini-course, which covers everything you need to get started with your dissertation, thesis or research project. 

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Chapter 1: Introduction to Research Methods

1.3 Where Do Research Ideas Come From?

Where do ideas come from? Researchers find inspiration for their work in a variety of places; e.g., replicating, clarifying or challenging previous research, as well as resolving conflicting results, are common reasons for doing research. Sometimes research ideas come out of new technology (think of the impact of Facebook or Twitter on our society), serendipity (i.e., surprise findings the researcher wants to explore further), anomalies (i.e., unexpected situations that should not technically exist), or even because someone wants to explore further something we all believe we know. Some people refer to this as common sense research – history, tradition or basic common sense says this is how things are, until someone challenges it. For those in an applied field like public safety, research often comes out of a problem supplied to the researcher.

Whether an agency has a goal they are trying to achieve or a concern about a policy change, or you, as an individual, make an observation or have a question about the world around you, research is everywhere. Generally, it starts with the questions of why or how. However, even if the research starts with these basic, and often broad, questions, it is an iterative process, meaning that it requires refinement.

As the reasons for beginning a research project vary, so do the types of research questions. Research can be exploratory, descriptive, relational, explanatory, or transformative. Each has different methods and end objectives. Thus, it is important to identify the objectives of the research project to determine the most appropriate type of research method to use. The next step is to develop a research question. We will be devoting more time to this in Chapter 2.

Here is an interesting video you can check out that discuss how ideas, including research ideas, are generated:

• WHERE GOOD IDEAS COME FROM by Steven Johnson
•   Introduction to research

Research Methods for the Social Sciences: An Introduction Copyright © 2020 by Valerie Sheppard is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Musings on Developing Research Ideas

David c. schwebel.

University of Alabama at Birmingham

Barbara A. Morrongiello

University of Guelph

Research is Challenging. It takes resources and time to complete high-quality research and there are few if any shortcuts one can take. Among the multiple phases involved in creating psychological research, one lays the foundation for all the rest, namely generating the “right” research idea. What will you study? What will your aims and hypotheses be?

Without completing this first step well, the rest of the research process may be for naught. This first step, however, is one that often perplexes students and frustrates faculty. This essay presents 15 thoughts on how to develop a great research idea. These thoughts are not necessarily authoritative or comprehensive, but they are designed to help researchers—and especially students and junior researchers—succeed in completing that “first” step in the research process.

You will spend a lot of time conducting this research, so you should find something you are passionate about knowing. It might even relate to your own life experiences, but it needs to be something you enjoy thinking about.

Thought #2: Become an expert on the research literature

A successful researcher must understand the literature conducted previously on his or her research topic. But you shouldn't just know what has been done already; you also need to know what hasn't been done. Try to grasp the gaps in the field that should be filled and will extend what has previously been done in a logical manner. Remember that previous researchers were capable. Work done, even if many years ago, can help you think about the problems you are studying and extend research in new directions that enhance our knowledge about that problem. At this stage, focus on identifying what you want to know and becoming clear about why it is important. Don't be distracted by worries about what methods to use. Once you are clear about what you want to know and why, it will become easier to determine what data you need to address the issue and, therefore, what research methods to use.

Quality research that stands the test of time is based in theory. Think about theory, and ground your work in basic scientific theory of human behavior and thought. If theories seem not to fit your problem, work to develop a conceptual model that shows relations between meaningful variables as a starting point.

Along with reading, a talented psychological researcher will observe and think. Watch and observe people engaging in the domain you plan to study. Notice details of how the people behave, and what factors affect this behavior. Importantly, take their perspectives. Think about what it is like to be the people you are observing and consider what they might be thinking that motivates their behaviors and actions. Consider also how this information about human behavior and thought can inform your research ideas.

Good researchers take advantage of opportunities, and create them too. They meet other scholars to discuss new ideas, compare research findings and share information about methods. Our research training often teaches us to work on our own, but networking with colleagues creates a support team for problem solving and offers feedback on your ideas before you invest in the research. Networking can also help you gain broad knowledge exposure, which is important because new and different ideas can stir creativity. Attend lectures and seminars and read widely; often advancements in theories and creative solutions about measures or methods can be gleaned from progress in other research areas.

The value of taking time for thinking is often underrated. But it is a necessary process to quality research. Activities like pondering, daydreaming, and wondering are productive to the research process and should be engaged in. One important aspect of finding time to think is determining how you think best. Are you someone who needs to write as a way to think and develop ideas? Or is it best for you to not write down your ideas until they are fully formed? Writing can enhance or distract from quality thinking, and you need to determine which it does for you. Research has shown that even exercising can be a productive way to promote thinking in ser vice of problem solving ( Best, 2010 ; Tomporowski, 2003 )

You need to read the literature but there is always more one can read—so be careful, There is also always more to think about—so be careful. At some point, reading and listening and thinking must progress to doing. Researchers can't just read and think, they also have to take action. Often the “doing” is harder than the reading or thinking, but one must persist. And remember that reading, thinking, and doing are not necessarily separate activities. One never stops or ends; a good researcher will continuously engage in all three.

Academics like to dream big and that should be encouraged, but practicality and pragmatics must also be considered. Having a good research idea is critical but being able to “sell it” is essential for success in publishing and funding. Your work will be peer-reviewed. Consider what research questions and/or methods might potentially “excite” reviewers and funders. What is novel and innovative about your research, or how could your research be transformed to increase novelty and innovation? What is being talked about in the lay public or social media, and is relevant to your research? What will people relate to and understand?

Practicality also applies from the perspective of social justice. Does your research have potential to help people be healthier, happier, or safer? How might it make a difference? A good researcher will not only be concerned with getting grant money and publications. Rather, he or she also will be concerned about doing research that can ultimately help people and improve society. Indeed, many would argue that we as psychologists have a moral responsibility to use our scholarship to improve the human condition. Moreover, if you can construct your research questions with this objective in mind, the chances of garnering funding and being published also increase.

Everyone has their own style to develop ideas, and a wide range of styles can be effective. No matter what work style is implemented, however, there must be some recording of the idea-generation process on paper or computer. The format may vary greatly—text, outlines, thought bubbles, drawings and figures, or some combination. But that written recording will lead to organization of ideas. Organizing the thoughts is a process that requires logical thinking, pondering, and refining. Most ideas are not concocted with a single “Eureka!” moment, but rather through a series of “mini-Eurekas!” that create a coherent plan.

Research does not always take place in a series of logical and progressive steps. Novice researchers sometimes ask what comes first, the idea or the methodology? The answer is that the idea gives rise to the method but this then can feed back and result in refinement of the idea. Similarly, novice researchers sometimes ask what comes first: the research topic or the hypotheses? The answer again is that these interact: as one refines the research ques tion this usually gives rise to hypotheses, and as one clarifies the hypotheses this often feeds back to inform the research question, And this back-and-forth process can also result in modifications to the measures and methods. Thus, ideas, hypotheses, and methodology are often developed concurrently, and honed as they are developed.

One consideration in formulating research questions, developing measures/methods, and finalizing hypotheses is that there is merit in considering how one can interpret the findings if the hypotheses are not confirmed. Thinking in this way can reveal gaps in measures that will preclude a clean interpretation of the findings. Addressing these gaps will yield a richer set of findings and ensure that no matter how the results turn out, they can be published to advance the field meaningfully.

Large volumes of research have been published. Creating something new, novel, or innovative is not easy. Work done 10, 20, and even 50 or more years ago is often of high quality and still relevant to what you are doing today. Three strategies can help with creativity and novelty: (a) consider contemporary technology and how it can be used wisely to solve research problems, (b) work across disciplinary boundaries to change the way previous single disciplinary scholarship was conceptualized or conducted, and (c) communicate, share, and brainstorm with diverse professionals who have interest in this topic area (e.g., researchers in related fields, practitioners, policy makers).

“Big” ideas are worth pursuing, but can quickly become unwieldy. Manuscripts are often easier to publish, and grants easier to fund, if you focus on a few major ideas and goals. Research that is too “big” can get confusing, both for you and for reviewers; it can also be very cosdy and not realistic for a junior scholar with limited research funds available. Research that is the right size is more manageable to understand and complete. Of course, research that is too small will fail also as it is unlikely to be addressing important research questions, Finding the balance between big and small can be challenging but will help your ideas translate to successful research.

Often the best ideas extend your previous good ideas, so create an incremental research program that builds off itself. Your goal might be to become a world's expert in a particular sub-area. Slated differently, capitalize on your previous successes to create your future successes. Your goal is to develop a “program” of research, not just a collection of publications. A research program enhances sustainability to promote a long and productive career.

Successful research is rarely done alone; interdisciplinary collaborative teams can be more likely to achieve success, although research can proceed more slowly as one adjusts to different ways of doing things across disciplinary boundaries. Remember that everyone can have good ideas. Students may have less wisdom but they offer different, varying experiences and perceptive eyes. Faculty may have more experience and wisdom but sometimes get “in a rut” and are less able to develop fresh ideas. Remember also that good ideas need to be honed. Productive teams skillfully work together to choose and refine the best ideas, and to dismiss the weaker ones. One other point: everyone on the team needs to be willing to make changes. Dogmatically defending one's own ideas without acknowledging the perspectives of others will lead to failure. Teams need to collaborate. Individuals need to listen with an open mind and be willing to sacrifice and adjust.

Summary and Conclusions

Conducting high-quality research that advances the field in important ways is difficult to do. Rewards are not immediate and patience is required. The ultimate rewards—conference presentations, peer-reviewed publications, and funded grants—may take months or years to achieve, and therefore a successful researcher requires self-motivation to accomplish those goals. Developing a sound research idea is the first step in achieving those successes, and hard work and diligence in that and subsequent research steps will yield success in the end.

Acknowledgments

Portions of this essay were prepared for presentation at Central South University, Changsha, China, in June 2016. Preparation was supported in part by the Fogarty Inter national Center and the Office of Behavioral and Social Sciences Research of the National Institutes of Health under Award Number D43 TW010310. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.

Contributor Information

David C. Schwebel, University of Alabama at Birmingham.

Barbara A. Morrongiello, University of Guelph.

• Best JR. Effects of physical activity on children's executive function: Contributions of experimental research on aerobic exercise. Developmental Review. 2010; 30 :331–351. [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Tomporowski PD. Effects of acute bouts of exercise on cognition. Acta Psychologica. 2003; 112 :297–324. [ PubMed ] [ Google Scholar ]

• Schools & departments

Developing your own research idea

How do you know if your own research idea is suitable for doctoral study? There are many factors you should consider, including time, topic, size and supervisor availability.

Is it the right time?

We recommend you start planning your research application one year in advance.

Be aware of funding deadlines and make sure you apply on time, regardless of whether you are still waiting on information from a prospective supervisor, for example. It is essential you apply before the deadline.

If you will need an international student visa in order to study in the UK, then you should leave enough time to process your visa application before you begin your studies.

Is it the right topic?

Many prospective students are interested in studying at Edinburgh because of our excellent reputation for research, but it is still worth checking that we offer the type of PhD and specialism in research that you are interested in.

Look at the websites for the academic school, institute or research centre that hosts the field you’re interested in. Check whether they specialise in the area you are interested in, and look for information on their outputs and the impact of their research.

It’s also worth checking if a project is already available in the field you wish to research.

PhD research projects

Is it the right size and scope?

Is your research idea the right size and scope to undertake over a four-year period?  Will the subject matter sustain your interest for an extended period of intense research?

It is often useful to begin writing your research proposal in order to define your project and determine whether the scope is sufficient, or even too much.

How to write a good proposal

Is the right supervisor available?

Many programmes will tell you to talk with a potential supervisor before applying. At the very least you should have an awareness of who the experts are in your field. If you’re considering a specific programme, you should think about who will you be working with and who will supervise your research.

How to find the right supervisor

Developing the research idea

• PMID: 21524174
• DOI: 10.3109/08941939.2011.572797

After the interest in surgical research, developing the research idea is of fundamental importance because without it we can not have research. Where do the research ideas come from then? Is there any better way to improve our ability to generate research ideas? Where do they come from? What are the factors that stimulate the research idea? Anything we do in and out of medicine or surgery should be the force that will maintain our mind occupied on our future research ideas. From events in the clinical arena to discussions in formal rounds or informal meetings should be the origin of our thinking in research. So, the generation of research ideas come from any place and we should be aware of it. We could be successful in research if we could produce and accumulate the ideas as they frequently present to us in our professional or daily life. The research environment could help us in securing the presence and evolution of the idea. Be aware of changes and future developments and be ready to admit and grow the research idea that could be presented to you during the practice of medicine.

Publication types

• Biomedical Research*
• General Surgery*

WashU Libraries

Conducting research.

• The Process

How to choose a topic

Testing your topic, formulate your research strategy, types of sources.

• Step 2: Finding background info.
• Step 3: Gathering more info.
• Get it This link opens in a new window
• Step 5: Evaluating your sources
• Step 6: Citing your sources
• FAQs This link opens in a new window
• Library Vocabulary
• Research in the Humanities
• Research in the Social Sciences
• Research in the Sciences

Information Overload: Narrowing your Research

Overwhelmed with too many or irrelevant results? Consider the following questions for refining your topic:

• Is there a specific time period you want to cover?
• Is there a geographic region or country on which you would like to focus?
• Is there a particular aspect of this subject that interests you? For example, historical influence, sociological aspects, ethical issues, cultural significance.
• Is there a specific group or individual you could research?

You can also combine multiple questions to further narrow your subject.

Information Desert: Broadening your Research

When exploring your research focus, consider the following questions for broadening your topic:

• What elements could you add to your paper? For example, expanding the time period or changing the geographic location. 
• What other issues are involved in this research?
• What is the bigger concept of your subject?

The very first step in the research process is choosing a topic that is not too broad or too narrow in scope.

To help you define a good topic you are advised to do one or all of the following:

• use reference sources (such as encyclopedias );
• consult other sources as suggested on the page find and read background information ;
• state your topic as a question (e.g., Can sleep disorders effect academic success in college students?);
• identify the main concepts or keywords in your question (e.g., college students, grade point average, sleep disorders);
• consult with your instructor or TA;
• or consult with a subject librarian who specializes in the field of study you are researching.

If you think you have a good topic or are getting close, try applying your topic ideas to the questions listed below.

Test the main concepts or keywords in your topic by looking them up in the appropriate background sources or by using them as search terms in the WUSTL Discovery Catalog and in library databases .

• If you are finding too much information and too many sources, narrow your topic by using the and operator: college students and grade point average and sleep disorders.
• Finding too little information may indicate that you need to broaden your topic. For example, look for information on students, rather than college students.
• Link synonymous search terms with or : academic achievement or grade point average or school failure.
• When you use a truncation symbol, most often the asterisk (*), the system will search for all terms and phrases starting with the word stem that appears before the symbol.  For example, searching "sleep disorder*" will yield results including disorder, disorders, disordered, etc. This will broaden your search and increase the number of items you find.

Once you have identified and tested your topic, you're ready to take the next step, finding background information .

The steps to your research strategy will depend on how much time you have and the type of project on which you are working. In order to conduct effective research, you need to gather appropriate information for your topic. Consider the following questions to help you determine the best research strategy:

How much time do you have?

If you have limited time, it is advisable to focus your information gathering on articles from journals, magazines, newspapers and on books which are in the library or on the web.

If you have more time to plan your research, you will be able to incorporate a variety of materials on your topic and to obtain resources from other libraries .

On what type of project are you working?

The depth of research will depend on the nature of your project. You may need to consider the guidelines specified by your professor on the length of paper or presentation.

What type of information do you need?

Your approach to the topic will determine the type of resources you will use. For example, some research may involve collecting facts, while other research may include gathering various opinions on an issue or argument. You may also want to consider whether your topic will be enhanced by including primary resources. The following types of resources may serve as a guide:

• Internet resources
• Book reviews
• Dissertations
• Statistical information
• Music scores
• Sound recordings
• Internet reference sources
• Government documents
• Manuscripts

Do you need primary sources? Secondary sources? Both?

"You need to consider whether your project requires primary or secondary sources and, if you will use both, whether a particular work is a primary or a secondary source in the context of your work. Primary sources are basic materials with little or no annotation or editorial alteration, such as manuscripts, diaries, letters, interviews, and laboratory reports. Secondary sources derive from primary materials and include analysis, interpretation, and commentary on primary materials."

"Depending on the point of view of your research paper, a given source may be either primary or secondary. A research paper on William James, the nineteenth-century philosopher, would treat R.W.B. Lewis's The Jameses: A Family Narrative as a secondary source, whereas a paper on Lewis, a well-known critic and biographer, would treat the same book as a primary source. Your assignment may require you to emphasize either primary or secondary sources or to use a combination of the two." -- (Slade, Carole. Form and style. Boston : Houghton Mifflin Co., c1997.)

Primary sources  can be tricky.  Whether a source is  primary  depends on how you use it. A primary source is a written text, artifact, or other original creation upon which you focus your analysis and interpretation. For example, an article that analyzes a book, song, or society would be considered a secondary source. However, that article could function as a primary source--if you are analyzing the ideas of the author of that article, then it functions as a primary source. So anything could function as a primary source--just consider how you are using it: if it's the object of your analysis, then it's a primary source.

A  secondary source  is a work that interprets or analyzes an historical event or phenomenon. It is generally at least one step removed from the event is often based on primary sources. Examples include: scholarly or popular books and articles, reference books, and textbooks.

Tertiary sources are encyclopedias, dictionaries, textbooks and other reference materials that provide broad overviews of particular topics. Where secondary sources summarize and interpret an event or phenomenon, tertiary sources summarize and interpret other resources. They can be a great place to begin studying unfamiliar topics.

• << Previous: The Process
• Next: Step 2: Finding background info. >>
• Last Updated: Mar 12, 2024 3:05 PM
• URL: https://libguides.wustl.edu/research

Doing Research: A New Researcher’s Guide pp 1–15 Cite as

What Is Research, and Why Do People Do It?

• James Hiebert 6 ,
• Jinfa Cai 7 ,
• Stephen Hwang 7 ,
• Anne K Morris 6 &
• Charles Hohensee 6  
• Open Access
• First Online: 03 December 2022

14k Accesses

Part of the book series: Research in Mathematics Education ((RME))

Abstractspiepr Abs1

Every day people do research as they gather information to learn about something of interest. In the scientific world, however, research means something different than simply gathering information. Scientific research is characterized by its careful planning and observing, by its relentless efforts to understand and explain, and by its commitment to learn from everyone else seriously engaged in research. We call this kind of research scientific inquiry and define it as “formulating, testing, and revising hypotheses.” By “hypotheses” we do not mean the hypotheses you encounter in statistics courses. We mean predictions about what you expect to find and rationales for why you made these predictions. Throughout this and the remaining chapters we make clear that the process of scientific inquiry applies to all kinds of research studies and data, both qualitative and quantitative.

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Part I. What Is Research?

Have you ever studied something carefully because you wanted to know more about it? Maybe you wanted to know more about your grandmother’s life when she was younger so you asked her to tell you stories from her childhood, or maybe you wanted to know more about a fertilizer you were about to use in your garden so you read the ingredients on the package and looked them up online. According to the dictionary definition, you were doing research.

Recall your high school assignments asking you to “research” a topic. The assignment likely included consulting a variety of sources that discussed the topic, perhaps including some “original” sources. Often, the teacher referred to your product as a “research paper.”

Were you conducting research when you interviewed your grandmother or wrote high school papers reviewing a particular topic? Our view is that you were engaged in part of the research process, but only a small part. In this book, we reserve the word “research” for what it means in the scientific world, that is, for scientific research or, more pointedly, for scientific inquiry .

Exercise 1.1

Before you read any further, write a definition of what you think scientific inquiry is. Keep it short—Two to three sentences. You will periodically update this definition as you read this chapter and the remainder of the book.

This book is about scientific inquiry—what it is and how to do it. For starters, scientific inquiry is a process, a particular way of finding out about something that involves a number of phases. Each phase of the process constitutes one aspect of scientific inquiry. You are doing scientific inquiry as you engage in each phase, but you have not done scientific inquiry until you complete the full process. Each phase is necessary but not sufficient.

In this chapter, we set the stage by defining scientific inquiry—describing what it is and what it is not—and by discussing what it is good for and why people do it. The remaining chapters build directly on the ideas presented in this chapter.

A first thing to know is that scientific inquiry is not all or nothing. “Scientificness” is a continuum. Inquiries can be more scientific or less scientific. What makes an inquiry more scientific? You might be surprised there is no universally agreed upon answer to this question. None of the descriptors we know of are sufficient by themselves to define scientific inquiry. But all of them give you a way of thinking about some aspects of the process of scientific inquiry. Each one gives you different insights.

Exercise 1.2

As you read about each descriptor below, think about what would make an inquiry more or less scientific. If you think a descriptor is important, use it to revise your definition of scientific inquiry.

Creating an Image of Scientific Inquiry

We will present three descriptors of scientific inquiry. Each provides a different perspective and emphasizes a different aspect of scientific inquiry. We will draw on all three descriptors to compose our definition of scientific inquiry.

Descriptor 1. Experience Carefully Planned in Advance

Sir Ronald Fisher, often called the father of modern statistical design, once referred to research as “experience carefully planned in advance” (1935, p. 8). He said that humans are always learning from experience, from interacting with the world around them. Usually, this learning is haphazard rather than the result of a deliberate process carried out over an extended period of time. Research, Fisher said, was learning from experience, but experience carefully planned in advance.

This phrase can be fully appreciated by looking at each word. The fact that scientific inquiry is based on experience means that it is based on interacting with the world. These interactions could be thought of as the stuff of scientific inquiry. In addition, it is not just any experience that counts. The experience must be carefully planned . The interactions with the world must be conducted with an explicit, describable purpose, and steps must be taken to make the intended learning as likely as possible. This planning is an integral part of scientific inquiry; it is not just a preparation phase. It is one of the things that distinguishes scientific inquiry from many everyday learning experiences. Finally, these steps must be taken beforehand and the purpose of the inquiry must be articulated in advance of the experience. Clearly, scientific inquiry does not happen by accident, by just stumbling into something. Stumbling into something unexpected and interesting can happen while engaged in scientific inquiry, but learning does not depend on it and serendipity does not make the inquiry scientific.

Descriptor 2. Observing Something and Trying to Explain Why It Is the Way It Is

When we were writing this chapter and googled “scientific inquiry,” the first entry was: “Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work.” The emphasis is on studying, or observing, and then explaining . This descriptor takes the image of scientific inquiry beyond carefully planned experience and includes explaining what was experienced.

According to the Merriam-Webster dictionary, “explain” means “(a) to make known, (b) to make plain or understandable, (c) to give the reason or cause of, and (d) to show the logical development or relations of” (Merriam-Webster, n.d. ). We will use all these definitions. Taken together, they suggest that to explain an observation means to understand it by finding reasons (or causes) for why it is as it is. In this sense of scientific inquiry, the following are synonyms: explaining why, understanding why, and reasoning about causes and effects. Our image of scientific inquiry now includes planning, observing, and explaining why.

We need to add a final note about this descriptor. We have phrased it in a way that suggests “observing something” means you are observing something in real time—observing the way things are or the way things are changing. This is often true. But, observing could mean observing data that already have been collected, maybe by someone else making the original observations (e.g., secondary analysis of NAEP data or analysis of existing video recordings of classroom instruction). We will address secondary analyses more fully in Chap. 4 . For now, what is important is that the process requires explaining why the data look like they do.

We must note that for us, the term “data” is not limited to numerical or quantitative data such as test scores. Data can also take many nonquantitative forms, including written survey responses, interview transcripts, journal entries, video recordings of students, teachers, and classrooms, text messages, and so forth.

Exercise 1.3

What are the implications of the statement that just “observing” is not enough to count as scientific inquiry? Does this mean that a detailed description of a phenomenon is not scientific inquiry?

Find sources that define research in education that differ with our position, that say description alone, without explanation, counts as scientific research. Identify the precise points where the opinions differ. What are the best arguments for each of the positions? Which do you prefer? Why?

Descriptor 3. Updating Everyone’s Thinking in Response to More and Better Information

This descriptor focuses on a third aspect of scientific inquiry: updating and advancing the field’s understanding of phenomena that are investigated. This descriptor foregrounds a powerful characteristic of scientific inquiry: the reliability (or trustworthiness) of what is learned and the ultimate inevitability of this learning to advance human understanding of phenomena. Humans might choose not to learn from scientific inquiry, but history suggests that scientific inquiry always has the potential to advance understanding and that, eventually, humans take advantage of these new understandings.

Before exploring these bold claims a bit further, note that this descriptor uses “information” in the same way the previous two descriptors used “experience” and “observations.” These are the stuff of scientific inquiry and we will use them often, sometimes interchangeably. Frequently, we will use the term “data” to stand for all these terms.

An overriding goal of scientific inquiry is for everyone to learn from what one scientist does. Much of this book is about the methods you need to use so others have faith in what you report and can learn the same things you learned. This aspect of scientific inquiry has many implications.

One implication is that scientific inquiry is not a private practice. It is a public practice available for others to see and learn from. Notice how different this is from everyday learning. When you happen to learn something from your everyday experience, often only you gain from the experience. The fact that research is a public practice means it is also a social one. It is best conducted by interacting with others along the way: soliciting feedback at each phase, taking opportunities to present work-in-progress, and benefitting from the advice of others.

A second implication is that you, as the researcher, must be committed to sharing what you are doing and what you are learning in an open and transparent way. This allows all phases of your work to be scrutinized and critiqued. This is what gives your work credibility. The reliability or trustworthiness of your findings depends on your colleagues recognizing that you have used all appropriate methods to maximize the chances that your claims are justified by the data.

A third implication of viewing scientific inquiry as a collective enterprise is the reverse of the second—you must be committed to receiving comments from others. You must treat your colleagues as fair and honest critics even though it might sometimes feel otherwise. You must appreciate their job, which is to remain skeptical while scrutinizing what you have done in considerable detail. To provide the best help to you, they must remain skeptical about your conclusions (when, for example, the data are difficult for them to interpret) until you offer a convincing logical argument based on the information you share. A rather harsh but good-to-remember statement of the role of your friendly critics was voiced by Karl Popper, a well-known twentieth century philosopher of science: “. . . if you are interested in the problem which I tried to solve by my tentative assertion, you may help me by criticizing it as severely as you can” (Popper, 1968, p. 27).

A final implication of this third descriptor is that, as someone engaged in scientific inquiry, you have no choice but to update your thinking when the data support a different conclusion. This applies to your own data as well as to those of others. When data clearly point to a specific claim, even one that is quite different than you expected, you must reconsider your position. If the outcome is replicated multiple times, you need to adjust your thinking accordingly. Scientific inquiry does not let you pick and choose which data to believe; it mandates that everyone update their thinking when the data warrant an update.

Doing Scientific Inquiry

We define scientific inquiry in an operational sense—what does it mean to do scientific inquiry? What kind of process would satisfy all three descriptors: carefully planning an experience in advance; observing and trying to explain what you see; and, contributing to updating everyone’s thinking about an important phenomenon?

We define scientific inquiry as formulating , testing , and revising hypotheses about phenomena of interest.

Of course, we are not the only ones who define it in this way. The definition for the scientific method posted by the editors of Britannica is: “a researcher develops a hypothesis, tests it through various means, and then modifies the hypothesis on the basis of the outcome of the tests and experiments” (Britannica, n.d. ).

Notice how defining scientific inquiry this way satisfies each of the descriptors. “Carefully planning an experience in advance” is exactly what happens when formulating a hypothesis about a phenomenon of interest and thinking about how to test it. “ Observing a phenomenon” occurs when testing a hypothesis, and “ explaining ” what is found is required when revising a hypothesis based on the data. Finally, “updating everyone’s thinking” comes from comparing publicly the original with the revised hypothesis.

Doing scientific inquiry, as we have defined it, underscores the value of accumulating knowledge rather than generating random bits of knowledge. Formulating, testing, and revising hypotheses is an ongoing process, with each revised hypothesis begging for another test, whether by the same researcher or by new researchers. The editors of Britannica signaled this cyclic process by adding the following phrase to their definition of the scientific method: “The modified hypothesis is then retested, further modified, and tested again.” Scientific inquiry creates a process that encourages each study to build on the studies that have gone before. Through collective engagement in this process of building study on top of study, the scientific community works together to update its thinking.

Before exploring more fully the meaning of “formulating, testing, and revising hypotheses,” we need to acknowledge that this is not the only way researchers define research. Some researchers prefer a less formal definition, one that includes more serendipity, less planning, less explanation. You might have come across more open definitions such as “research is finding out about something.” We prefer the tighter hypothesis formulation, testing, and revision definition because we believe it provides a single, coherent map for conducting research that addresses many of the thorny problems educational researchers encounter. We believe it is the most useful orientation toward research and the most helpful to learn as a beginning researcher.

A final clarification of our definition is that it applies equally to qualitative and quantitative research. This is a familiar distinction in education that has generated much discussion. You might think our definition favors quantitative methods over qualitative methods because the language of hypothesis formulation and testing is often associated with quantitative methods. In fact, we do not favor one method over another. In Chap. 4 , we will illustrate how our definition fits research using a range of quantitative and qualitative methods.

Exercise 1.4

Look for ways to extend what the field knows in an area that has already received attention by other researchers. Specifically, you can search for a program of research carried out by more experienced researchers that has some revised hypotheses that remain untested. Identify a revised hypothesis that you might like to test.

Unpacking the Terms Formulating, Testing, and Revising Hypotheses

To get a full sense of the definition of scientific inquiry we will use throughout this book, it is helpful to spend a little time with each of the key terms.

We first want to make clear that we use the term “hypothesis” as it is defined in most dictionaries and as it used in many scientific fields rather than as it is usually defined in educational statistics courses. By “hypothesis,” we do not mean a null hypothesis that is accepted or rejected by statistical analysis. Rather, we use “hypothesis” in the sense conveyed by the following definitions: “An idea or explanation for something that is based on known facts but has not yet been proved” (Cambridge University Press, n.d. ), and “An unproved theory, proposition, or supposition, tentatively accepted to explain certain facts and to provide a basis for further investigation or argument” (Agnes & Guralnik, 2008 ).

We distinguish two parts to “hypotheses.” Hypotheses consist of predictions and rationales . Predictions are statements about what you expect to find when you inquire about something. Rationales are explanations for why you made the predictions you did, why you believe your predictions are correct. So, for us “formulating hypotheses” means making explicit predictions and developing rationales for the predictions.

“Testing hypotheses” means making observations that allow you to assess in what ways your predictions were correct and in what ways they were incorrect. In education research, it is rarely useful to think of your predictions as either right or wrong. Because of the complexity of most issues you will investigate, most predictions will be right in some ways and wrong in others.

By studying the observations you make (data you collect) to test your hypotheses, you can revise your hypotheses to better align with the observations. This means revising your predictions plus revising your rationales to justify your adjusted predictions. Even though you might not run another test, formulating revised hypotheses is an essential part of conducting a research study. Comparing your original and revised hypotheses informs everyone of what you learned by conducting your study. In addition, a revised hypothesis sets the stage for you or someone else to extend your study and accumulate more knowledge of the phenomenon.

We should note that not everyone makes a clear distinction between predictions and rationales as two aspects of hypotheses. In fact, common, non-scientific uses of the word “hypothesis” may limit it to only a prediction or only an explanation (or rationale). We choose to explicitly include both prediction and rationale in our definition of hypothesis, not because we assert this should be the universal definition, but because we want to foreground the importance of both parts acting in concert. Using “hypothesis” to represent both prediction and rationale could hide the two aspects, but we make them explicit because they provide different kinds of information. It is usually easier to make predictions than develop rationales because predictions can be guesses, hunches, or gut feelings about which you have little confidence. Developing a compelling rationale requires careful thought plus reading what other researchers have found plus talking with your colleagues. Often, while you are developing your rationale you will find good reasons to change your predictions. Developing good rationales is the engine that drives scientific inquiry. Rationales are essentially descriptions of how much you know about the phenomenon you are studying. Throughout this guide, we will elaborate on how developing good rationales drives scientific inquiry. For now, we simply note that it can sharpen your predictions and help you to interpret your data as you test your hypotheses.

Hypotheses in education research take a variety of forms or types. This is because there are a variety of phenomena that can be investigated. Investigating educational phenomena is sometimes best done using qualitative methods, sometimes using quantitative methods, and most often using mixed methods (e.g., Hay, 2016 ; Weis et al. 2019a ; Weisner, 2005 ). This means that, given our definition, hypotheses are equally applicable to qualitative and quantitative investigations.

Hypotheses take different forms when they are used to investigate different kinds of phenomena. Two very different activities in education could be labeled conducting experiments and descriptions. In an experiment, a hypothesis makes a prediction about anticipated changes, say the changes that occur when a treatment or intervention is applied. You might investigate how students’ thinking changes during a particular kind of instruction.

A second type of hypothesis, relevant for descriptive research, makes a prediction about what you will find when you investigate and describe the nature of a situation. The goal is to understand a situation as it exists rather than to understand a change from one situation to another. In this case, your prediction is what you expect to observe. Your rationale is the set of reasons for making this prediction; it is your current explanation for why the situation will look like it does.

You will probably read, if you have not already, that some researchers say you do not need a prediction to conduct a descriptive study. We will discuss this point of view in Chap. 2 . For now, we simply claim that scientific inquiry, as we have defined it, applies to all kinds of research studies. Descriptive studies, like others, not only benefit from formulating, testing, and revising hypotheses, but also need hypothesis formulating, testing, and revising.

One reason we define research as formulating, testing, and revising hypotheses is that if you think of research in this way you are less likely to go wrong. It is a useful guide for the entire process, as we will describe in detail in the chapters ahead. For example, as you build the rationale for your predictions, you are constructing the theoretical framework for your study (Chap. 3 ). As you work out the methods you will use to test your hypothesis, every decision you make will be based on asking, “Will this help me formulate or test or revise my hypothesis?” (Chap. 4 ). As you interpret the results of testing your predictions, you will compare them to what you predicted and examine the differences, focusing on how you must revise your hypotheses (Chap. 5 ). By anchoring the process to formulating, testing, and revising hypotheses, you will make smart decisions that yield a coherent and well-designed study.

Exercise 1.5

Compare the concept of formulating, testing, and revising hypotheses with the descriptions of scientific inquiry contained in Scientific Research in Education (NRC, 2002 ). How are they similar or different?

Exercise 1.6

Provide an example to illustrate and emphasize the differences between everyday learning/thinking and scientific inquiry.

Learning from Doing Scientific Inquiry

We noted earlier that a measure of what you have learned by conducting a research study is found in the differences between your original hypothesis and your revised hypothesis based on the data you collected to test your hypothesis. We will elaborate this statement in later chapters, but we preview our argument here.

Even before collecting data, scientific inquiry requires cycles of making a prediction, developing a rationale, refining your predictions, reading and studying more to strengthen your rationale, refining your predictions again, and so forth. And, even if you have run through several such cycles, you still will likely find that when you test your prediction you will be partly right and partly wrong. The results will support some parts of your predictions but not others, or the results will “kind of” support your predictions. A critical part of scientific inquiry is making sense of your results by interpreting them against your predictions. Carefully describing what aspects of your data supported your predictions, what aspects did not, and what data fell outside of any predictions is not an easy task, but you cannot learn from your study without doing this analysis.

Analyzing the matches and mismatches between your predictions and your data allows you to formulate different rationales that would have accounted for more of the data. The best revised rationale is the one that accounts for the most data. Once you have revised your rationales, you can think about the predictions they best justify or explain. It is by comparing your original rationales to your new rationales that you can sort out what you learned from your study.

Suppose your study was an experiment. Maybe you were investigating the effects of a new instructional intervention on students’ learning. Your original rationale was your explanation for why the intervention would change the learning outcomes in a particular way. Your revised rationale explained why the changes that you observed occurred like they did and why your revised predictions are better. Maybe your original rationale focused on the potential of the activities if they were implemented in ideal ways and your revised rationale included the factors that are likely to affect how teachers implement them. By comparing the before and after rationales, you are describing what you learned—what you can explain now that you could not before. Another way of saying this is that you are describing how much more you understand now than before you conducted your study.

Revised predictions based on carefully planned and collected data usually exhibit some of the following features compared with the originals: more precision, more completeness, and broader scope. Revised rationales have more explanatory power and become more complete, more aligned with the new predictions, sharper, and overall more convincing.

Part II. Why Do Educators Do Research?

Doing scientific inquiry is a lot of work. Each phase of the process takes time, and you will often cycle back to improve earlier phases as you engage in later phases. Because of the significant effort required, you should make sure your study is worth it. So, from the beginning, you should think about the purpose of your study. Why do you want to do it? And, because research is a social practice, you should also think about whether the results of your study are likely to be important and significant to the education community.

If you are doing research in the way we have described—as scientific inquiry—then one purpose of your study is to understand , not just to describe or evaluate or report. As we noted earlier, when you formulate hypotheses, you are developing rationales that explain why things might be like they are. In our view, trying to understand and explain is what separates research from other kinds of activities, like evaluating or describing.

One reason understanding is so important is that it allows researchers to see how or why something works like it does. When you see how something works, you are better able to predict how it might work in other contexts, under other conditions. And, because conditions, or contextual factors, matter a lot in education, gaining insights into applying your findings to other contexts increases the contributions of your work and its importance to the broader education community.

Consequently, the purposes of research studies in education often include the more specific aim of identifying and understanding the conditions under which the phenomena being studied work like the observations suggest. A classic example of this kind of study in mathematics education was reported by William Brownell and Harold Moser in 1949 . They were trying to establish which method of subtracting whole numbers could be taught most effectively—the regrouping method or the equal additions method. However, they realized that effectiveness might depend on the conditions under which the methods were taught—“meaningfully” versus “mechanically.” So, they designed a study that crossed the two instructional approaches with the two different methods (regrouping and equal additions). Among other results, they found that these conditions did matter. The regrouping method was more effective under the meaningful condition than the mechanical condition, but the same was not true for the equal additions algorithm.

What do education researchers want to understand? In our view, the ultimate goal of education is to offer all students the best possible learning opportunities. So, we believe the ultimate purpose of scientific inquiry in education is to develop understanding that supports the improvement of learning opportunities for all students. We say “ultimate” because there are lots of issues that must be understood to improve learning opportunities for all students. Hypotheses about many aspects of education are connected, ultimately, to students’ learning. For example, formulating and testing a hypothesis that preservice teachers need to engage in particular kinds of activities in their coursework in order to teach particular topics well is, ultimately, connected to improving students’ learning opportunities. So is hypothesizing that school districts often devote relatively few resources to instructional leadership training or hypothesizing that positioning mathematics as a tool students can use to combat social injustice can help students see the relevance of mathematics to their lives.

We do not exclude the importance of research on educational issues more removed from improving students’ learning opportunities, but we do think the argument for their importance will be more difficult to make. If there is no way to imagine a connection between your hypothesis and improving learning opportunities for students, even a distant connection, we recommend you reconsider whether it is an important hypothesis within the education community.

Notice that we said the ultimate goal of education is to offer all students the best possible learning opportunities. For too long, educators have been satisfied with a goal of offering rich learning opportunities for lots of students, sometimes even for just the majority of students, but not necessarily for all students. Evaluations of success often are based on outcomes that show high averages. In other words, if many students have learned something, or even a smaller number have learned a lot, educators may have been satisfied. The problem is that there is usually a pattern in the groups of students who receive lower quality opportunities—students of color and students who live in poor areas, urban and rural. This is not acceptable. Consequently, we emphasize the premise that the purpose of education research is to offer rich learning opportunities to all students.

One way to make sure you will be able to convince others of the importance of your study is to consider investigating some aspect of teachers’ shared instructional problems. Historically, researchers in education have set their own research agendas, regardless of the problems teachers are facing in schools. It is increasingly recognized that teachers have had trouble applying to their own classrooms what researchers find. To address this problem, a researcher could partner with a teacher—better yet, a small group of teachers—and talk with them about instructional problems they all share. These discussions can create a rich pool of problems researchers can consider. If researchers pursued one of these problems (preferably alongside teachers), the connection to improving learning opportunities for all students could be direct and immediate. “Grounding a research question in instructional problems that are experienced across multiple teachers’ classrooms helps to ensure that the answer to the question will be of sufficient scope to be relevant and significant beyond the local context” (Cai et al., 2019b , p. 115).

As a beginning researcher, determining the relevance and importance of a research problem is especially challenging. We recommend talking with advisors, other experienced researchers, and peers to test the educational importance of possible research problems and topics of study. You will also learn much more about the issue of research importance when you read Chap. 5 .

Exercise 1.7

Identify a problem in education that is closely connected to improving learning opportunities and a problem that has a less close connection. For each problem, write a brief argument (like a logical sequence of if-then statements) that connects the problem to all students’ learning opportunities.

Part III. Conducting Research as a Practice of Failing Productively

Scientific inquiry involves formulating hypotheses about phenomena that are not fully understood—by you or anyone else. Even if you are able to inform your hypotheses with lots of knowledge that has already been accumulated, you are likely to find that your prediction is not entirely accurate. This is normal. Remember, scientific inquiry is a process of constantly updating your thinking. More and better information means revising your thinking, again, and again, and again. Because you never fully understand a complicated phenomenon and your hypotheses never produce completely accurate predictions, it is easy to believe you are somehow failing.

The trick is to fail upward, to fail to predict accurately in ways that inform your next hypothesis so you can make a better prediction. Some of the best-known researchers in education have been open and honest about the many times their predictions were wrong and, based on the results of their studies and those of others, they continuously updated their thinking and changed their hypotheses.

A striking example of publicly revising (actually reversing) hypotheses due to incorrect predictions is found in the work of Lee J. Cronbach, one of the most distinguished educational psychologists of the twentieth century. In 1955, Cronbach delivered his presidential address to the American Psychological Association. Titling it “Two Disciplines of Scientific Psychology,” Cronbach proposed a rapprochement between two research approaches—correlational studies that focused on individual differences and experimental studies that focused on instructional treatments controlling for individual differences. (We will examine different research approaches in Chap. 4 ). If these approaches could be brought together, reasoned Cronbach ( 1957 ), researchers could find interactions between individual characteristics and treatments (aptitude-treatment interactions or ATIs), fitting the best treatments to different individuals.

In 1975, after years of research by many researchers looking for ATIs, Cronbach acknowledged the evidence for simple, useful ATIs had not been found. Even when trying to find interactions between a few variables that could provide instructional guidance, the analysis, said Cronbach, creates “a hall of mirrors that extends to infinity, tormenting even the boldest investigators and defeating even ambitious designs” (Cronbach, 1975 , p. 119).

As he was reflecting back on his work, Cronbach ( 1986 ) recommended moving away from documenting instructional effects through statistical inference (an approach he had championed for much of his career) and toward approaches that probe the reasons for these effects, approaches that provide a “full account of events in a time, place, and context” (Cronbach, 1986 , p. 104). This is a remarkable change in hypotheses, a change based on data and made fully transparent. Cronbach understood the value of failing productively.

Closer to home, in a less dramatic example, one of us began a line of scientific inquiry into how to prepare elementary preservice teachers to teach early algebra. Teaching early algebra meant engaging elementary students in early forms of algebraic reasoning. Such reasoning should help them transition from arithmetic to algebra. To begin this line of inquiry, a set of activities for preservice teachers were developed. Even though the activities were based on well-supported hypotheses, they largely failed to engage preservice teachers as predicted because of unanticipated challenges the preservice teachers faced. To capitalize on this failure, follow-up studies were conducted, first to better understand elementary preservice teachers’ challenges with preparing to teach early algebra, and then to better support preservice teachers in navigating these challenges. In this example, the initial failure was a necessary step in the researchers’ scientific inquiry and furthered the researchers’ understanding of this issue.

We present another example of failing productively in Chap. 2 . That example emerges from recounting the history of a well-known research program in mathematics education.

Making mistakes is an inherent part of doing scientific research. Conducting a study is rarely a smooth path from beginning to end. We recommend that you keep the following things in mind as you begin a career of conducting research in education.

First, do not get discouraged when you make mistakes; do not fall into the trap of feeling like you are not capable of doing research because you make too many errors.

Second, learn from your mistakes. Do not ignore your mistakes or treat them as errors that you simply need to forget and move past. Mistakes are rich sites for learning—in research just as in other fields of study.

Third, by reflecting on your mistakes, you can learn to make better mistakes, mistakes that inform you about a productive next step. You will not be able to eliminate your mistakes, but you can set a goal of making better and better mistakes.

Exercise 1.8

How does scientific inquiry differ from everyday learning in giving you the tools to fail upward? You may find helpful perspectives on this question in other resources on science and scientific inquiry (e.g., Failure: Why Science is So Successful by Firestein, 2015).

Exercise 1.9

Use what you have learned in this chapter to write a new definition of scientific inquiry. Compare this definition with the one you wrote before reading this chapter. If you are reading this book as part of a course, compare your definition with your colleagues’ definitions. Develop a consensus definition with everyone in the course.

Part IV. Preview of Chap. 2

Now that you have a good idea of what research is, at least of what we believe research is, the next step is to think about how to actually begin doing research. This means how to begin formulating, testing, and revising hypotheses. As for all phases of scientific inquiry, there are lots of things to think about. Because it is critical to start well, we devote Chap. 2 to getting started with formulating hypotheses.

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Hiebert, J., Cai, J., Hwang, S., Morris, A.K., Hohensee, C. (2023). What Is Research, and Why Do People Do It?. In: Doing Research: A New Researcher’s Guide. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-19078-0_1

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#1: It's Something You're Interested In

A paper is always easier to write if you're interested in the topic, and you'll be more motivated to do in-depth research and write a paper that really covers the entire subject. Even if a certain research paper topic is getting a lot of buzz right now or other people seem interested in writing about it, don't feel tempted to make it your topic unless you genuinely have some sort of interest in it as well.

#2: There's Enough Information to Write a Paper

Even if you come up with the absolute best research paper topic and you're so excited to write about it, you won't be able to produce a good paper if there isn't enough research about the topic. This can happen for very specific or specialized topics, as well as topics that are too new to have enough research done on them at the moment. Easy research paper topics will always be topics with enough information to write a full-length paper.

Trying to write a research paper on a topic that doesn't have much research on it is incredibly hard, so before you decide on a topic, do a bit of preliminary searching and make sure you'll have all the information you need to write your paper.

#3: It Fits Your Teacher's Guidelines

Don't get so carried away looking at lists of research paper topics that you forget any requirements or restrictions your teacher may have put on research topic ideas. If you're writing a research paper on a health-related topic, deciding to write about the impact of rap on the music scene probably won't be allowed, but there may be some sort of leeway. For example, if you're really interested in current events but your teacher wants you to write a research paper on a history topic, you may be able to choose a topic that fits both categories, like exploring the relationship between the US and North Korea. No matter what, always get your research paper topic approved by your teacher first before you begin writing.

113 Good Research Paper Topics

Below are 113 good research topics to help you get you started on your paper. We've organized them into ten categories to make it easier to find the type of research paper topics you're looking for.

Arts/Culture

• Discuss the main differences in art from the Italian Renaissance and the Northern Renaissance .
• Analyze the impact a famous artist had on the world.
• How is sexism portrayed in different types of media (music, film, video games, etc.)? Has the amount/type of sexism changed over the years?
• How has the music of slaves brought over from Africa shaped modern American music?
• How has rap music evolved in the past decade?
• How has the portrayal of minorities in the media changed?

Current Events

• What have been the impacts of China's one child policy?
• How have the goals of feminists changed over the decades?
• How has the Trump presidency changed international relations?
• Analyze the history of the relationship between the United States and North Korea.
• What factors contributed to the current decline in the rate of unemployment?
• What have been the impacts of states which have increased their minimum wage?
• How do US immigration laws compare to immigration laws of other countries?
• How have the US's immigration laws changed in the past few years/decades?
• How has the Black Lives Matter movement affected discussions and view about racism in the US?
• What impact has the Affordable Care Act had on healthcare in the US?
• What factors contributed to the UK deciding to leave the EU (Brexit)?
• What factors contributed to China becoming an economic power?
• Discuss the history of Bitcoin or other cryptocurrencies  (some of which tokenize the S&P 500 Index on the blockchain) .
• Do students in schools that eliminate grades do better in college and their careers?
• Do students from wealthier backgrounds score higher on standardized tests?
• Do students who receive free meals at school get higher grades compared to when they weren't receiving a free meal?
• Do students who attend charter schools score higher on standardized tests than students in public schools?
• Do students learn better in same-sex classrooms?
• How does giving each student access to an iPad or laptop affect their studies?
• What are the benefits and drawbacks of the Montessori Method ?
• Do children who attend preschool do better in school later on?
• What was the impact of the No Child Left Behind act?
• How does the US education system compare to education systems in other countries?
• What impact does mandatory physical education classes have on students' health?
• Which methods are most effective at reducing bullying in schools?
• Do homeschoolers who attend college do as well as students who attended traditional schools?
• Does offering tenure increase or decrease quality of teaching?
• How does college debt affect future life choices of students?
• Should graduate students be able to form unions?

• What are different ways to lower gun-related deaths in the US?
• How and why have divorce rates changed over time?
• Is affirmative action still necessary in education and/or the workplace?
• Should physician-assisted suicide be legal?
• How has stem cell research impacted the medical field?
• How can human trafficking be reduced in the United States/world?
• Should people be able to donate organs in exchange for money?
• Which types of juvenile punishment have proven most effective at preventing future crimes?
• Has the increase in US airport security made passengers safer?
• Analyze the immigration policies of certain countries and how they are similar and different from one another.
• Several states have legalized recreational marijuana. What positive and negative impacts have they experienced as a result?
• Do tariffs increase the number of domestic jobs?
• Which prison reforms have proven most effective?
• Should governments be able to censor certain information on the internet?
• Which methods/programs have been most effective at reducing teen pregnancy?
• What are the benefits and drawbacks of the Keto diet?
• How effective are different exercise regimes for losing weight and maintaining weight loss?
• How do the healthcare plans of various countries differ from each other?
• What are the most effective ways to treat depression ?
• What are the pros and cons of genetically modified foods?
• Which methods are most effective for improving memory?
• What can be done to lower healthcare costs in the US?
• What factors contributed to the current opioid crisis?
• Analyze the history and impact of the HIV/AIDS epidemic .
• Are low-carbohydrate or low-fat diets more effective for weight loss?
• How much exercise should the average adult be getting each week?
• Which methods are most effective to get parents to vaccinate their children?
• What are the pros and cons of clean needle programs?
• How does stress affect the body?
• Discuss the history of the conflict between Israel and the Palestinians.
• What were the causes and effects of the Salem Witch Trials?
• Who was responsible for the Iran-Contra situation?
• How has New Orleans and the government's response to natural disasters changed since Hurricane Katrina?
• What events led to the fall of the Roman Empire?
• What were the impacts of British rule in India ?
• Was the atomic bombing of Hiroshima and Nagasaki necessary?
• What were the successes and failures of the women's suffrage movement in the United States?
• What were the causes of the Civil War?
• How did Abraham Lincoln's assassination impact the country and reconstruction after the Civil War?
• Which factors contributed to the colonies winning the American Revolution?
• What caused Hitler's rise to power?
• Discuss how a specific invention impacted history.
• What led to Cleopatra's fall as ruler of Egypt?
• How has Japan changed and evolved over the centuries?
• What were the causes of the Rwandan genocide ?

• Why did Martin Luther decide to split with the Catholic Church?
• Analyze the history and impact of a well-known cult (Jonestown, Manson family, etc.)
• How did the sexual abuse scandal impact how people view the Catholic Church?
• How has the Catholic church's power changed over the past decades/centuries?
• What are the causes behind the rise in atheism/ agnosticism in the United States?
• What were the influences in Siddhartha's life resulted in him becoming the Buddha?
• How has media portrayal of Islam/Muslims changed since September 11th?

Science/Environment

• How has the earth's climate changed in the past few decades?
• How has the use and elimination of DDT affected bird populations in the US?
• Analyze how the number and severity of natural disasters have increased in the past few decades.
• Analyze deforestation rates in a certain area or globally over a period of time.
• How have past oil spills changed regulations and cleanup methods?
• How has the Flint water crisis changed water regulation safety?
• What are the pros and cons of fracking?
• What impact has the Paris Climate Agreement had so far?
• What have NASA's biggest successes and failures been?
• How can we improve access to clean water around the world?
• Does ecotourism actually have a positive impact on the environment?
• Should the US rely on nuclear energy more?
• What can be done to save amphibian species currently at risk of extinction?
• What impact has climate change had on coral reefs?
• How are black holes created?
• Are teens who spend more time on social media more likely to suffer anxiety and/or depression?
• How will the loss of net neutrality affect internet users?
• Analyze the history and progress of self-driving vehicles.
• How has the use of drones changed surveillance and warfare methods?
• Has social media made people more or less connected?
• What progress has currently been made with artificial intelligence ?
• Do smartphones increase or decrease workplace productivity?
• What are the most effective ways to use technology in the classroom?
• How is Google search affecting our intelligence?
• When is the best age for a child to begin owning a smartphone?
• Has frequent texting reduced teen literacy rates?

How to Write a Great Research Paper

Even great research paper topics won't give you a great research paper if you don't hone your topic before and during the writing process. Follow these three tips to turn good research paper topics into great papers.

#1: Figure Out Your Thesis Early

Before you start writing a single word of your paper, you first need to know what your thesis will be. Your thesis is a statement that explains what you intend to prove/show in your paper. Every sentence in your research paper will relate back to your thesis, so you don't want to start writing without it!

As some examples, if you're writing a research paper on if students learn better in same-sex classrooms, your thesis might be "Research has shown that elementary-age students in same-sex classrooms score higher on standardized tests and report feeling more comfortable in the classroom."

If you're writing a paper on the causes of the Civil War, your thesis might be "While the dispute between the North and South over slavery is the most well-known cause of the Civil War, other key causes include differences in the economies of the North and South, states' rights, and territorial expansion."

#2: Back Every Statement Up With Research

Remember, this is a research paper you're writing, so you'll need to use lots of research to make your points. Every statement you give must be backed up with research, properly cited the way your teacher requested. You're allowed to include opinions of your own, but they must also be supported by the research you give.

#3: Do Your Research Before You Begin Writing

You don't want to start writing your research paper and then learn that there isn't enough research to back up the points you're making, or, even worse, that the research contradicts the points you're trying to make!

Get most of your research on your good research topics done before you begin writing. Then use the research you've collected to create a rough outline of what your paper will cover and the key points you're going to make. This will help keep your paper clear and organized, and it'll ensure you have enough research to produce a strong paper.

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Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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Home » Research Topics – Ideas and Examples

Research Topics – Ideas and Examples

Table of Contents

Research Topic

Definition:

Research topic is a specific subject or area of interest that a researcher wants to investigate or explore in-depth through research. It is the overarching theme or question that guides a research project and helps to focus the research activities towards a clear objective.

How to Choose Research Topic

You can Choose a Research Topic by following the below guide:

Identify your Interests

One of the most important factors to consider when choosing a research topic is your personal interest. This is because you will be spending a considerable amount of time researching and writing about the topic, so it’s essential that you are genuinely interested and passionate about it. Start by brainstorming a list of potential research topics based on your interests, hobbies, or areas of expertise. You can also consider the courses that you’ve enjoyed the most or the topics that have stood out to you in your readings.

Review the Literature

Before deciding on a research topic, you need to understand what has already been written about it. Conducting a preliminary review of the existing literature in your field can help you identify gaps in knowledge, inconsistencies in findings, or unanswered questions that you can explore further. You can do this by reading academic articles, books, and other relevant sources in your field. Make notes of the themes or topics that emerge and use this information to guide your research question.

Consult with your Advisor

Your academic advisor or a mentor in your field can provide you with valuable insights and guidance on choosing a research topic. They can help you identify areas of interest, suggest potential research questions, and provide feedback on the feasibility of your research proposal. They can also direct you towards relevant literature and resources that can help you develop your research further.

Consider the Scope and Feasibility

The research topic you choose should be manageable within the time and resource constraints of your project. Be mindful of the scope of your research and ensure that you are not trying to tackle a topic that is too broad or too narrow. If your topic is too broad, you may find it challenging to conduct a comprehensive analysis, while if it’s too narrow, you may struggle to find enough material to support your research.

Brainstorm with Peers

Discussing potential research topics with your peers or colleagues can help you generate new ideas and perspectives. They may have insights or expertise that you haven’t considered, and their feedback can help you refine your research question. You can also join academic groups or attend conferences in your field to network with other researchers and get inspiration for your research.

Consider the Relevance

Choose a research topic that is relevant to your field of study and has the potential to contribute to the existing knowledge. You can consider the latest trends and emerging issues in your field to identify topics that are both relevant and interesting. Conducting research on a topic that is timely and relevant can also increase the likelihood of getting published or presenting your research at conferences.

Keep an Open Mind

While it’s essential to choose a research topic that aligns with your interests and expertise, you should also be open to exploring new ideas or topics that may be outside of your comfort zone. Consider researching a topic that challenges your assumptions or introduces new perspectives that you haven’t considered before. You may discover new insights or perspectives that can enrich your research and contribute to your growth as a researcher.

Components of Research Topic

A research topic typically consists of several components that help to define and clarify the subject matter of the research project. These components include:

• Research problem or question: This is the central issue or inquiry that the research seeks to address. It should be well-defined and focused, with clear boundaries that limit the scope of the research.
• Background and context: This component provides the necessary background information and context for the research topic. It explains why the research problem or question is important, relevant, and timely. It may also include a literature review that summarizes the existing research on the topic.
• Objectives or goals : This component outlines the specific objectives or goals that the research seeks to achieve. It should be clear and concise, and should align with the research problem or question.
• Methodology : This component describes the research methods and techniques that will be used to collect and analyze data. It should be detailed enough to provide a clear understanding of how the research will be conducted, including the sampling method, data collection tools, and statistical analyses.
• Significance or contribution : This component explains the significance or contribution of the research topic. It should demonstrate how the research will add to the existing knowledge in the field, and how it will benefit practitioners, policymakers, or society at large.
• Limitations: This component outlines the limitations of the research, including any potential biases, assumptions, or constraints. It should be transparent and honest about the potential shortcomings of the research, and how these limitations will be addressed.
• Expected outcomes or findings : This component provides an overview of the expected outcomes or findings of the research project. It should be realistic and based on the research objectives and methodology.

Purpose of Research Topic

The purpose of a research topic is to identify a specific area of inquiry that the researcher wants to explore and investigate. A research topic is typically a broad area of interest that requires further exploration and refinement through the research process. It provides a clear focus and direction for the research project, and helps to define the research questions and objectives. A well-defined research topic also helps to ensure that the research is relevant and useful, and can contribute to the existing body of knowledge in the field. Ultimately, the purpose of a research topic is to generate new insights, knowledge, and understanding about a particular phenomenon, issue, or problem.

Characteristics of Research Topic

some common characteristics of a well-defined research topic include:

• Relevance : A research topic should be relevant and significant to the field of study and address a current issue, problem, or gap in knowledge.
• Specificity : A research topic should be specific enough to allow for a focused investigation and clear understanding of the research question.
• Feasibility : A research topic should be feasible, meaning it should be possible to carry out the research within the given constraints of time, resources, and expertise.
• Novelty : A research topic should add to the existing body of knowledge by introducing new ideas, concepts, or theories.
• Clarity : A research topic should be clearly articulated and easy to understand, both for the researcher and for potential readers of the research.
• Importance : A research topic should be important and have practical implications for the field or society as a whole.
• Significance : A research topic should be significant and have the potential to generate new insights and understanding in the field.

Examples of Research Topics

Here are some examples of research topics that are currently relevant and in-demand in various fields:

• The impact of social media on mental health: With the rise of social media use, this topic has gained significant attention in recent years. Researchers could investigate how social media affects self-esteem, body image, and other mental health concerns.
• The use of artificial intelligence in healthcare: As healthcare becomes increasingly digitalized, researchers could explore the use of AI algorithms to predict and prevent disease, optimize treatment plans, and improve patient outcomes.
• Renewable energy and sustainable development: As the world seeks to reduce its carbon footprint, researchers could investigate the potential of renewable energy sources such as wind and solar power, and how these technologies can be integrated into existing infrastructure.
• The impact of workplace diversity and inclusion on employee productivity: With an increasing focus on diversity and inclusion in the workplace, researchers could investigate how these factors affect employee morale, productivity, and retention.
• Cybersecurity and data privacy: As data breaches and cyber attacks become more common, researchers could explore new methods of protecting sensitive information and preventing malicious attacks.
• T he impact of mindfulness and meditation on stress reduction: As stress-related health issues become more prevalent, researchers could investigate the effectiveness of mindfulness and meditation practices on reducing stress and improving overall well-being.

Research Topics Ideas

Here are some Research Topics Ideas from different fields:

• The impact of social media on mental health and well-being.
• The effectiveness of various teaching methods in improving academic performance in high schools.
• The role of AI and machine learning in healthcare: current applications and future potentials.
• The impact of climate change on wildlife habitats and conservation efforts.
• The effects of video game violence on aggressive behavior in young adults.
• The effectiveness of mindfulness-based stress reduction techniques in reducing anxiety and depression.
• The impact of technology on human relationships and social interactions.
• The role of exercise in promoting physical and mental health in older adults.
• The causes and consequences of income inequality in developed and developing countries.
• The effects of cultural diversity in the workplace on job satisfaction and productivity.
• The impact of remote work on employee productivity and work-life balance.
• The relationship between sleep patterns and cognitive functioning.
• The effectiveness of online learning versus traditional classroom learning.
• The role of government policies in promoting renewable energy adoption.
• The effects of childhood trauma on mental health in adulthood.
• The impact of social media on political participation and civic engagement.
• The effectiveness of cognitive-behavioral therapy in treating anxiety disorders.
• The relationship between nutrition and cognitive functioning.
• The impact of gentrification on urban communities.
• The effects of music on mood and emotional regulation.
• The impact of microplastics on marine ecosystems and food webs.
• The role of artificial intelligence in detecting and preventing cyberattacks.
• The effectiveness of mindfulness-based interventions in managing chronic pain.
• The relationship between personality traits and job satisfaction.
• The effects of social isolation on mental and physical health in older adults.
• The impact of cultural and linguistic diversity on healthcare access and outcomes.
• The effectiveness of psychotherapy in treating depression and anxiety in adolescents.
• The relationship between exercise and cognitive aging.
• The effects of social media on body image and self-esteem.
• The role of corporate social responsibility in promoting sustainable business practices.
• The impact of mindfulness meditation on attention and focus in children.
• The relationship between political polarization and media consumption habits.
• The effects of urbanization on mental health and well-being.
• The role of social support in managing chronic illness.
• The impact of social media on romantic relationships and dating behaviors.
• The effectiveness of behavioral interventions in promoting physical activity in sedentary adults.
• The relationship between sleep quality and immune function.
• The effects of workplace diversity and inclusion programs on employee retention.
• The impact of climate change on global food security.
• The role of music therapy in improving communication and social skills in individuals with autism spectrum disorder.
• The impact of cultural values on the development of mental health stigma.
• The effectiveness of mindfulness-based stress reduction techniques in reducing burnout in healthcare professionals.
• The relationship between social media use and body dissatisfaction among adolescents.
• The effects of nature exposure on cognitive functioning and well-being.
• The role of peer mentoring in promoting academic success in underrepresented student populations.
• The impact of neighborhood characteristics on physical activity and obesity.
• The effectiveness of cognitive rehabilitation interventions in improving cognitive functioning in individuals with traumatic brain injury.
• The relationship between organizational culture and employee job satisfaction.
• The effects of cultural immersion experiences on intercultural competence development.
• The role of assistive technology in promoting independence and quality of life for individuals with disabilities.
• The impact of workplace design on employee productivity and well-being.
• The impact of digital technologies on the music industry and artist revenues.
• The effectiveness of cognitive behavioral therapy in treating insomnia.
• The relationship between social media use and body weight perception among young adults.
• The effects of green spaces on mental health and well-being in urban areas.
• The role of mindfulness-based interventions in reducing substance use disorders.
• The impact of workplace bullying on employee turnover and job satisfaction.
• The effectiveness of animal-assisted therapy in treating mental health disorders.
• The relationship between teacher-student relationships and academic achievement.
• The effects of social support on resilience in individuals experiencing adversity.
• The role of cognitive aging in driving safety and mobility.
• The effectiveness of psychotherapy in treating post-traumatic stress disorder (PTSD).
• The relationship between social media use and sleep quality.
• The effects of cultural competency training on healthcare providers’ attitudes and behaviors towards diverse patient populations.
• The role of exercise in preventing chronic diseases such as type 2 diabetes and cardiovascular disease.
• The impact of the gig economy on job security and worker rights.
• The effectiveness of art therapy in promoting emotional regulation and coping skills in children and adolescents.
• The relationship between parenting styles and child academic achievement.
• The effects of social comparison on well-being and self-esteem.
• The role of nutrition in promoting healthy aging and longevity.
• The impact of gender diversity in leadership on organizational performance.
• The effectiveness of family-based interventions in treating eating disorders.
• The relationship between social media use and perceived loneliness among older adults.
• The effects of mindfulness-based interventions on pain management in chronic pain patients.
• The role of physical activity in preventing and treating depression.
• The impact of cultural differences on communication and conflict resolution in international business.
• The effectiveness of eye movement desensitization and reprocessing (EMDR) in treating anxiety disorders.
• The relationship between student engagement and academic success in higher education.
• The effects of discrimination on mental health outcomes in minority populations.
• The role of virtual reality in enhancing learning experiences.
• The impact of social media influencers on consumer behavior and brand loyalty.
• The effectiveness of acceptance and commitment therapy (ACT) in treating chronic pain.
• The relationship between social media use and body image dissatisfaction among men.
• The effects of exposure to nature on cognitive functioning and creativity.
• The role of spirituality in coping with illness and disability.
• The impact of automation on employment and job displacement.
• The effectiveness of dialectical behavior therapy (DBT) in treating borderline personality disorder.
• The relationship between teacher-student relationships and school attendance.
• The effects of mindfulness-based interventions on workplace stress and burnout.
• The role of exercise in promoting cognitive functioning and brain health in older adults.
• The impact of diversity and inclusion initiatives on organizational innovation and creativity.
• The effectiveness of cognitive remediation therapy in treating schizophrenia.
• The relationship between social media use and body dissatisfaction among women.
• The effects of exposure to natural light on mood and sleep quality.
• The role of spirituality in enhancing well-being and resilience in military personnel.
• The impact of artificial intelligence on job training and skill development.
• The effectiveness of interpersonal therapy (IPT) in treating depression.
• The relationship between parental involvement and academic achievement among low-income students.
• The effects of mindfulness-based interventions on emotional regulation and coping skills in trauma survivors.
• The role of nutrition in preventing and treating mental health disorders.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Research idea: How to write your own

The world of European programmes is based on ideas, facts and research on pretty much anything that has...

The world of European programmes is based on ideas, facts and research on pretty much anything that has to do with improving the labor market, the scientific world, current technologies, and society as we know it. If your organization or you as a researcher want to become a part of the programmes then you are going to need to work on a specific idea.

In most cases, the project starts based on the call to action provided by the European Union. And yes, this might be considered one of the easiest ways to do so. The Commission requires specific actions to be taken on a specific matter. If your organisation can form a proposal suggesting solutions to those actions then you just write your proposal, you submit it to your national agency and if approved you start implementing the project.

And yes, this might be a great way for you to start entering the world of European programmes. However, it is not the kind of way that will make you a well-known experienced partner or someone who is making a great impact through European programme implementation.

The solution, in this case, is a research idea. Instead of creating a proposal and by default the project based on a call, you could create a research idea that serves a particular purpose. After you do so, you can match that idea to a specific European commission call and build the entire proposal around it. But why is this such a good way to start?

This is a valid question. In most cases, people will claim that this is quite a complicated process. Why create a research idea when you can just create the proposal based on what the court requires? The answer is quite simple. A research idea and a very specific matter that offers a very specific solution will attract a much better consortium. The entire proposal that will be built around that idea will have a purpose. You will notice that writing that proposal is going to be a lot easier if you have a research idea. Last but not least, you are going to build a reputation. If you do have the ability to create your research ideas, the kind of ideas that people will like them by default more and more partners will want to become a part of your consortium.

Writing the idea

Coming up with a research idea can be quite complicated. There are a lot of different things that will need to be taken into account. First and foremost, you will need to focus on the expertise of your organization to build the idea. For example, if you are an expert in entrepreneurship you cannot hope to build a research idea specified in the health department. Coming up with a product or a machine that will help solve a worldwide health crisis is not something the businessman can do.

However, as a researcher, you can focus on your expertise which could be pretty much any scientific field and start building a specific research idea. You will want to narrow down your options to the one subject matter that you can support the best with valid arguments and provable solutions.

Do your research

Let's assume that you are a researcher on the health field and you are interested in creating a research idea that will help solve a very specific problem. Before you start writing the idea you need to do your research to know exactly what kinds of actions have already been taken regarding the problem you are attempting to solve.

That alone is going to help you create the research idea. You can draw from those actions are perhaps even use them as arguments to suggest your solutions. Moreover, you could use the results of those actions as a way to boost your very own research idea thus giving it a lot more prestige.

Now your limits

As a researcher, whether you are working alone or are employed in a research facility, you will need to know your limits. There are only so many things you can do as an individual or as part of the consortium. Creating a research idea that will require top-quality partners, expertise and technology that is difficult to find is not going to make things easy for you.

On the contrary, if you keep your idea just a tad lower you could find a consortium capable of supporting that idea that's creating an effective proposal. If that proposal gets approved and that research idea is implemented then you can simply take things to the next level. Use the results of the first project to create a new research idea, maybe an improvement of the old one. In other words, built on your ideas one step at a time. A process like that could take years to be completed and as a researcher, you already know that.

Take your time to create the idea

This is a common mistake that a lot of researchers out there might make. They get excited about a project or a concept and they start creating a research idea aiming at completing it very fast. As a result, they will have an inconclusive idea in their hands. More importantly, they will not be able to find a call to match the idea. They are most likely going to apply to a call that does not have complete relevancy resulting in the idea of getting rejected.

By taking the time to create your research idea you will have the opportunity to gather as much information as possible. At the same time, you will study all of the European Commission's calls around your sector and the sector of the research idea, aiming at finding the one call that will suit you the best.

Create drafts

Rome was not built in a day. No research idea can be born and completed in one night. You will need to create drafts upon drafts, built on the idea in multiple different ways and try to combine as many of them as possible until you have a final product in your hands. Those drafts will help you create the final idea which will be the center of your proposal.

Simultaneously, the drafts you will create could provide you with more ideas for the future. Keeping notes and creating drafts is certainly going to give you enough material to build your research idea focusing on the important aspects of it and of course, utilizing all information and possible outcomes the right way.

Create your database

Who's to say that the idea you are currently working on has not already been developed by someone on the other end of the world? By taking your time as suggested above, you will have the opportunity to do a lot of research and find all the valuable information concerning your research idea.

By doing so, you will start creating a massive database of information surrounding a particular subject matter. You need to try and think about this as your library. A library that will contain all the valuable information regarding your research idea and any kind of research you might want to conduct in the future.

Editing is important.

This is a much more technical process but it is most certainly a very important one. A research idea can be quite complicated and by not processing it correctly you could end up with a bad result. You are going to be presenting that idea to your potential partners.

Proper wording will make it easier for you to process and explain your idea as well as others to understand it!

As a researcher, you already know how to conduct proper research to form an idea. As a business owner, our most valuable tip is the following. Do not appoint the task of creating a research idea to someone inexperienced or irrelevant to the field of the idea. Always make sure that your researchers will be up to the task and ready to create the best research idea for project proposal!

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Celebrate International Women's Day (IWD) 2024 and inspire inclusion with these 4 EU open calls for women.

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How to navigate a NOFO March 20, 2024

Regular readers of this blog may recall we’ve previously discussed types of funding opportunities and how to find them . But once you’ve found a Notice of Funding Opportunity (NOFO) that piques your interest, how do you navigate all the information in front of you? Here are some handy pointers to help you quickly find the information you need from a NOFO.

Use the Table of Contents

The best place to start is the NOFO’s Table of Contents, which typically includes hyperlinks to the key dates and the full funding opportunity description. Additionally, you can quickly find award and eligibility information; application, submission, review, and award administration details; and agency contacts.

What is this NOFO about?

There are two parts of a NOFO that explain the proposed research it will support: the Funding Opportunity Purpose and the Funding Opportunity Description. The purpose, located in “Part 1. Overview Information,” is a brief summary of what NIH hopes to accomplish through the NOFO, while “Part 2, Section 1. Funding Opportunity Description” goes into much more detail about the background and scope of the opportunity.

So, read the purpose to see if a NOFO might be of interest to you, and if you like what you see there, head to “Part 2, Section I” to read the description.

Who can apply?

Once you’ve determined that you’re interested in applying, you’ll want to ensure you and your institution are eligible for funding through the NOFO. “Part 2, Section III. Eligibility Information” contains the detailed criteria on who may apply.

It’s also a good idea to check the “Components of Participating Organizations” list in Part 1 to ensure the NIH Institute or Center you’re targeting is participating in the NOFO. And don’t forget to review “Part 2, Section II. Award Information” to see what types of applications are allowed and whether clinical trials applications will be funded.

How do I apply?

Now it’s time to apply! You’ll need to start generating the necessary documents for the application. Read through the instructions on how to fill out and submit your application package in “Part 2, Section IV. Application and Submission Information.” Pay close attention to the details included in “Subsection 2, Content and Form of Application Submission” — this guidance supersedes the standard NIH application instructions .

In addition, check the Funding Opportunity Description to see if the NOFO has responsiveness criteria that your application must meet in order to be reviewed. And finally, complete the required registrations listed in the Eligibility Information section before submitting your application.

Speaking of submitting your application, don’t forget to take note of when applications are due! You’ll find this information in the “Key Dates” portion of “Part 1. Overview Information.” Remember to also familiarize yourself with your institution’s internal deadlines so you know how far in advance you’ll need to have your final materials ready.

Learn more!

NOFOs can be complicated, especially if you’re new to the NIH grant application process. But familiarizing yourself with how they are structured will make applying easier. I underscore that it’s always critical to read the entire NOFO to ensure you are meeting all the requirements.

In the meantime, if you have questions about the NOFO you’re reading, we always encourage potential applicants to talk to the program officers listed as scientific/research contacts in “Part 2, Section VII, Agency Contacts.” You can also connect with NIA’s training and career development team or head to the NIH website to learn more about funding opportunities in general. Or feel free to leave a question or comment below!

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Methodology

• What Is a Research Design | Types, Guide & Examples

What Is a Research Design | Types, Guide & Examples

Published on June 7, 2021 by Shona McCombes . Revised on November 20, 2023 by Pritha Bhandari.

A research design is a strategy for answering your   research question  using empirical data. Creating a research design means making decisions about:

• Your overall research objectives and approach
• Whether you’ll rely on primary research or secondary research
• Your sampling methods or criteria for selecting subjects
• Your data collection methods
• The procedures you’ll follow to collect data
• Your data analysis methods

A well-planned research design helps ensure that your methods match your research objectives and that you use the right kind of analysis for your data.

Table of contents

Step 1: consider your aims and approach, step 2: choose a type of research design, step 3: identify your population and sampling method, step 4: choose your data collection methods, step 5: plan your data collection procedures, step 6: decide on your data analysis strategies, other interesting articles, frequently asked questions about research design.

• Introduction

Before you can start designing your research, you should already have a clear idea of the research question you want to investigate.

There are many different ways you could go about answering this question. Your research design choices should be driven by your aims and priorities—start by thinking carefully about what you want to achieve.

The first choice you need to make is whether you’ll take a qualitative or quantitative approach.

Qualitative research designs tend to be more flexible and inductive , allowing you to adjust your approach based on what you find throughout the research process.

Quantitative research designs tend to be more fixed and deductive , with variables and hypotheses clearly defined in advance of data collection.

It’s also possible to use a mixed-methods design that integrates aspects of both approaches. By combining qualitative and quantitative insights, you can gain a more complete picture of the problem you’re studying and strengthen the credibility of your conclusions.

Practical and ethical considerations when designing research

As well as scientific considerations, you need to think practically when designing your research. If your research involves people or animals, you also need to consider research ethics .

• How much time do you have to collect data and write up the research?
• Will you be able to gain access to the data you need (e.g., by travelling to a specific location or contacting specific people)?
• Do you have the necessary research skills (e.g., statistical analysis or interview techniques)?
• Will you need ethical approval ?

At each stage of the research design process, make sure that your choices are practically feasible.

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Within both qualitative and quantitative approaches, there are several types of research design to choose from. Each type provides a framework for the overall shape of your research.

Types of quantitative research designs

Quantitative designs can be split into four main types.

• Experimental and   quasi-experimental designs allow you to test cause-and-effect relationships
• Descriptive and correlational designs allow you to measure variables and describe relationships between them.

With descriptive and correlational designs, you can get a clear picture of characteristics, trends and relationships as they exist in the real world. However, you can’t draw conclusions about cause and effect (because correlation doesn’t imply causation ).

Experiments are the strongest way to test cause-and-effect relationships without the risk of other variables influencing the results. However, their controlled conditions may not always reflect how things work in the real world. They’re often also more difficult and expensive to implement.

Types of qualitative research designs

Qualitative designs are less strictly defined. This approach is about gaining a rich, detailed understanding of a specific context or phenomenon, and you can often be more creative and flexible in designing your research.

The table below shows some common types of qualitative design. They often have similar approaches in terms of data collection, but focus on different aspects when analyzing the data.

Your research design should clearly define who or what your research will focus on, and how you’ll go about choosing your participants or subjects.

In research, a population is the entire group that you want to draw conclusions about, while a sample is the smaller group of individuals you’ll actually collect data from.

Defining the population

A population can be made up of anything you want to study—plants, animals, organizations, texts, countries, etc. In the social sciences, it most often refers to a group of people.

For example, will you focus on people from a specific demographic, region or background? Are you interested in people with a certain job or medical condition, or users of a particular product?

The more precisely you define your population, the easier it will be to gather a representative sample.

• Sampling methods

Even with a narrowly defined population, it’s rarely possible to collect data from every individual. Instead, you’ll collect data from a sample.

To select a sample, there are two main approaches: probability sampling and non-probability sampling . The sampling method you use affects how confidently you can generalize your results to the population as a whole.

Probability sampling is the most statistically valid option, but it’s often difficult to achieve unless you’re dealing with a very small and accessible population.

For practical reasons, many studies use non-probability sampling, but it’s important to be aware of the limitations and carefully consider potential biases. You should always make an effort to gather a sample that’s as representative as possible of the population.

Case selection in qualitative research

In some types of qualitative designs, sampling may not be relevant.

For example, in an ethnography or a case study , your aim is to deeply understand a specific context, not to generalize to a population. Instead of sampling, you may simply aim to collect as much data as possible about the context you are studying.

In these types of design, you still have to carefully consider your choice of case or community. You should have a clear rationale for why this particular case is suitable for answering your research question .

For example, you might choose a case study that reveals an unusual or neglected aspect of your research problem, or you might choose several very similar or very different cases in order to compare them.

Data collection methods are ways of directly measuring variables and gathering information. They allow you to gain first-hand knowledge and original insights into your research problem.

You can choose just one data collection method, or use several methods in the same study.

Survey methods

Surveys allow you to collect data about opinions, behaviors, experiences, and characteristics by asking people directly. There are two main survey methods to choose from: questionnaires and interviews .

Observation methods

Observational studies allow you to collect data unobtrusively, observing characteristics, behaviors or social interactions without relying on self-reporting.

Observations may be conducted in real time, taking notes as you observe, or you might make audiovisual recordings for later analysis. They can be qualitative or quantitative.

Other methods of data collection

There are many other ways you might collect data depending on your field and topic.

If you’re not sure which methods will work best for your research design, try reading some papers in your field to see what kinds of data collection methods they used.

Secondary data

If you don’t have the time or resources to collect data from the population you’re interested in, you can also choose to use secondary data that other researchers already collected—for example, datasets from government surveys or previous studies on your topic.

With this raw data, you can do your own analysis to answer new research questions that weren’t addressed by the original study.

Using secondary data can expand the scope of your research, as you may be able to access much larger and more varied samples than you could collect yourself.

However, it also means you don’t have any control over which variables to measure or how to measure them, so the conclusions you can draw may be limited.

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As well as deciding on your methods, you need to plan exactly how you’ll use these methods to collect data that’s consistent, accurate, and unbiased.

Planning systematic procedures is especially important in quantitative research, where you need to precisely define your variables and ensure your measurements are high in reliability and validity.

Operationalization

Some variables, like height or age, are easily measured. But often you’ll be dealing with more abstract concepts, like satisfaction, anxiety, or competence. Operationalization means turning these fuzzy ideas into measurable indicators.

If you’re using observations , which events or actions will you count?

If you’re using surveys , which questions will you ask and what range of responses will be offered?

You may also choose to use or adapt existing materials designed to measure the concept you’re interested in—for example, questionnaires or inventories whose reliability and validity has already been established.

Reliability and validity

Reliability means your results can be consistently reproduced, while validity means that you’re actually measuring the concept you’re interested in.

For valid and reliable results, your measurement materials should be thoroughly researched and carefully designed. Plan your procedures to make sure you carry out the same steps in the same way for each participant.

If you’re developing a new questionnaire or other instrument to measure a specific concept, running a pilot study allows you to check its validity and reliability in advance.

Sampling procedures

As well as choosing an appropriate sampling method , you need a concrete plan for how you’ll actually contact and recruit your selected sample.

That means making decisions about things like:

• How many participants do you need for an adequate sample size?
• What inclusion and exclusion criteria will you use to identify eligible participants?
• How will you contact your sample—by mail, online, by phone, or in person?

If you’re using a probability sampling method , it’s important that everyone who is randomly selected actually participates in the study. How will you ensure a high response rate?

If you’re using a non-probability method , how will you avoid research bias and ensure a representative sample?

Data management

It’s also important to create a data management plan for organizing and storing your data.

Will you need to transcribe interviews or perform data entry for observations? You should anonymize and safeguard any sensitive data, and make sure it’s backed up regularly.

Keeping your data well-organized will save time when it comes to analyzing it. It can also help other researchers validate and add to your findings (high replicability ).

On its own, raw data can’t answer your research question. The last step of designing your research is planning how you’ll analyze the data.

Quantitative data analysis

In quantitative research, you’ll most likely use some form of statistical analysis . With statistics, you can summarize your sample data, make estimates, and test hypotheses.

Using descriptive statistics , you can summarize your sample data in terms of:

• The distribution of the data (e.g., the frequency of each score on a test)
• The central tendency of the data (e.g., the mean to describe the average score)
• The variability of the data (e.g., the standard deviation to describe how spread out the scores are)

The specific calculations you can do depend on the level of measurement of your variables.

Using inferential statistics , you can:

• Make estimates about the population based on your sample data.
• Test hypotheses about a relationship between variables.

Regression and correlation tests look for associations between two or more variables, while comparison tests (such as t tests and ANOVAs ) look for differences in the outcomes of different groups.

Your choice of statistical test depends on various aspects of your research design, including the types of variables you’re dealing with and the distribution of your data.

Qualitative data analysis

In qualitative research, your data will usually be very dense with information and ideas. Instead of summing it up in numbers, you’ll need to comb through the data in detail, interpret its meanings, identify patterns, and extract the parts that are most relevant to your research question.

Two of the most common approaches to doing this are thematic analysis and discourse analysis .

There are many other ways of analyzing qualitative data depending on the aims of your research. To get a sense of potential approaches, try reading some qualitative research papers in your field.

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

A research design is a strategy for answering your   research question . It defines your overall approach and determines how you will collect and analyze data.

A well-planned research design helps ensure that your methods match your research aims, that you collect high-quality data, and that you use the right kind of analysis to answer your questions, utilizing credible sources . This allows you to draw valid , trustworthy conclusions.

Quantitative research designs can be divided into two main categories:

• Correlational and descriptive designs are used to investigate characteristics, averages, trends, and associations between variables.
• Experimental and quasi-experimental designs are used to test causal relationships .

Qualitative research designs tend to be more flexible. Common types of qualitative design include case study , ethnography , and grounded theory designs.

The priorities of a research design can vary depending on the field, but you usually have to specify:

• Your research questions and/or hypotheses
• Your overall approach (e.g., qualitative or quantitative )
• The type of design you’re using (e.g., a survey , experiment , or case study )
• Your data collection methods (e.g., questionnaires , observations)
• Your data collection procedures (e.g., operationalization , timing and data management)
• Your data analysis methods (e.g., statistical tests  or thematic analysis )

A sample is a subset of individuals from a larger population . Sampling means selecting the group that you will actually collect data from in your research. For example, if you are researching the opinions of students in your university, you could survey a sample of 100 students.

In statistics, sampling allows you to test a hypothesis about the characteristics of a population.

Operationalization means turning abstract conceptual ideas into measurable observations.

For example, the concept of social anxiety isn’t directly observable, but it can be operationally defined in terms of self-rating scores, behavioral avoidance of crowded places, or physical anxiety symptoms in social situations.

Before collecting data , it’s important to consider how you will operationalize the variables that you want to measure.

A research project is an academic, scientific, or professional undertaking to answer a research question . Research projects can take many forms, such as qualitative or quantitative , descriptive , longitudinal , experimental , or correlational . What kind of research approach you choose will depend on your topic.

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It’s Time to Reconceptualize What “Imposter Syndrome” Means for People of Color

• Kevin Cokley

How racism, bias, and imposter feelings are intertwined.

The recent pushback against the imposter phenomenon in the media has largely focused on how and why it’s inappropriate for people of color. In this article, the author argues that, while there is merit to these arguments, getting rid of the idea entirely for Black students and workers is a disservice. Instead, he recommends reconceptualizing the term to include new research on how imposterism affects people of color, and urges organizations to better understand how racism, bias, and imposter feelings are intertwined.

Over the past few years, there has been increased attention paid to the imposter phenomenon (a.k.a., imposter syndrome) in the media. Its popularity is understandable given that it’s an intuitive, common-sense concept about a tremendously relatable topic: feeling like a phony on the job. It’s also, at least according to recent review of the literature , fairly common: up to 80% of people have experienced imposter feelings.

• Kevin Cokley is the University Diversity and Social Transformation Professor and Professor of Psychology at the University of Michigan where he serves as Associate Chair of Diversity Initiatives. He is editor of the forthcoming book The Impostor Phenomenon: Psychological Theory, Research, and Interventions . His Hidden Brain podcast “Success 2.0: The Psychology of Self-Doubt” addresses the corrosive effects of self-doubt and how we can turn that negative voice in our heads into an ally.

Partner Center

ASU student team’s design selected as finalist for 2024 NASA-sponsored BIG Idea Challenge

Luminosity lab student team created an inflatable, reusable lunar landing pad system that could help future artemis missions.

An artistic rendering of the student-designed AEGIS inflatable lunar landing system, which is capable of autonomously deploying to reduce dust and debris generated by landers. Image courtesy Luminosity Lab/ASU

Arizona State University’s Luminosity Lab student team was recently selected as a finalist in NASA’s Breakthrough, Innovative, and Game-Changing (BIG) Idea Challenge . The group is one of six teams selected by NASA to present at the 2024 BIG Idea Challenge Forum, Nov. 5–7, at NASA Langley Research Center in Hampton, Virginia.  

The theme for the 2024 NASA-sponsored engineering competition, “Inflatable Systems for Lunar Operations,” challenges student teams to research, design and demonstrate novel inflatable systems configured for future lunar operations that could help future Artemis missions and beyond. 

The Luminosity Lab’s student group designed an inflatable and reusable lunar landing pad system, Aegis, which is capable of autonomously deploying to reduce dust and debris generated by landers; the system will also provide precision landing assistance to enable a safe landing. Being chosen as finalists means students will spend the next several months designing, building and testing their ideas, supported by as much as $150,000 from NASA.

“We have a phenomenal team of students working on this project, and I’m really proud of what they have accomplished by winning this proposal,” said Tyler Smith , senior director at ASU’s Luminosity Lab. “The inflatable landing pad system they designed is both innovative and solves a real issue for landers on the lunar surface.”

Presenting at the finals this fall provides students the opportunity to work with experts from NASA and the commercial space industry, and to receive guidance from faculty advisors from ASU’s School of Earth and Space Exploration (SESE) and Space Technology and Science ("NewSpace") Initiative , such as Professor Jim Bell and Jim Rice , assistant research scientist, both of whom have been actively involved with several NASA solar system exploration missions.

"The team at Luminosity Lab has done a fantastic job pitching an elegant solution to NASA's call for innovative inflatable technologies on the moon,” said Bell. “A number of us in SESE and ASU/NewSpace are eager to work with these talented students to help them mature their design and test/prototype it first here in Arizona and then later this year at NASA."

The BIG Idea Challenge is an initiative supporting NASA’s Space Technology Mission Directorate’s Game Changing Development program’s efforts to rapidly mature innovative and high-impact capabilities and technologies for infusion in a broad array of future NASA missions. This engineering design competition seeks innovative ideas from the higher education academic community for new topics each year relevant to current NASA Space Technology priorities. 

NASA’s Space Technology Mission Directorate sponsors the BIG Idea Challenge through a unique collaboration between its Game Changing Development program and the agency’s Office of STEM Engagement. It is managed by a partnership between the National Institute of Aerospace and the Johns Hopkins Applied Physics Laboratory.

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Read our research on: TikTok | Podcasts | Election 2024

Regions & Countries

What can improve democracy, ideas from people in 24 countries, in their own words.

This Pew Research Center analysis on views of how to improve democracy uses data from nationally representative surveys conducted in 24 countries across North America, Europe, the Middle East, the Asia-Pacific region, sub-Saharan Africa and Latin America. All responses are weighted to be representative of the adult population in each country.

For non-U.S. data, this analysis draws on nationally representative surveys of 27,285 adults conducted from Feb. 20 to May 22, 2023. All surveys were conducted over the phone with adults in Canada, France, Germany, Greece, Italy, Japan, the Netherlands, South Korea, Spain, Sweden and the United Kingdom. Surveys were conducted face-to-face with adults in Argentina, Brazil, Hungary, India, Indonesia, Israel, Kenya, Mexico, Nigeria, Poland and South Africa. In Australia, we used a mixed-mode probability-based online panel. Read more about international survey methodology .

In the U.S., we surveyed 3,576 adults from March 20 to March 26, 2023. Everyone who took part in this survey is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way, nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the ATP’s methodology .

Researchers examined random samples of English responses, machine-translated non-English responses, and non-English responses translated by a professional translation firm to develop a codebook for the main topics mentioned across the 24 countries. The codebook was iteratively improved via practice coding and calculations of intercoder reliability until a final selection of 17 substantive codes was formally adopted. (For more on the codebook, refer to Appendix C .)

To apply the codebook to the full collection of open-ended responses, a team of Pew Research Center coders and professional translators were trained to code English and non-English responses. Coders in both groups coded random samples and were evaluated for consistency and accuracy. They were asked to independently code responses only after reaching an acceptable threshold for intercoder reliability. (For more on the coding methodology, refer to Appendix A .)

There is some variation in whether and how people responded to our open-ended question. In each country surveyed, some respondents said that they did not understand the question, did not know how to answer or did not want to answer. This share of adults ranged from 4% in Spain to 47% in the U.S. 

In some countries, people also tended to mention fewer things that would improve democracy in their country relative to people surveyed elsewhere. For example, across the 24 countries surveyed, a median of 73% mentioned only one topic in our codebook (e.g., politicians). The share in South Korea is much higher, with 92% suggesting only one area of improvement when describing what they think would improve democracy. In comparison, about a quarter or more mention two areas of improvement in France, Spain, Sweden and the U.S.

These differences help explain why the share giving a particular answer in certain publics may appear much lower than others, even if it is the top- ranked suggestion for improving democracy. To give a specific example, 10% of respondents in Poland mention politicians, while 18% do so in South Africa – yet the topic is ranked second in Poland and third in South Africa. Given this discrepancy, researchers have chosen to highlight not only the share of the public that mentions a given topic but also its relative ranking among all topics coded, both in text and in graphics.

Here is the question used for this report , along with coded responses for each country, and the survey methodology .

Open-ended responses highlighted in the text of this report were chosen to represent the key themes researchers identified. They have been edited for clarity and, in some cases, translated into English by a professional firm. Some responses have also been shortened for brevity.

Pew Research Center surveys have long found that people in many countries are dissatisfied with their democracy and want major changes to their political systems – and this year is no exception . But high and growing rates of discontent certainly raise the question: What do people think could fix things?

We set out to answer this by asking more than 30,000 respondents in 24 countries an open-ended question: “What do you think would help improve the way democracy in your country is working?” While the second- and third-most mentioned priorities vary greatly, across most countries surveyed, there is one clear top answer: Democracy can be improved with better or different politicians.

People want politicians who are more responsive to their needs and who are more competent and honest, among other factors. People also focus on questions of descriptive representation – the importance of having politicians with certain characteristics such as a specific race, religion or gender.

Respondents also think citizens can improve their own democracy. Across most of the 24 countries surveyed, issues of public participation and of different behavior from the people themselves are a top-five priority.

Other topics that come up regularly include:

• Economic reform , especially reforms that will enhance job creation.
• Government reform , including implementing term limits, adjusting the balance of power between institutions and other factors.

We explore these topics and the others we coded in the following chapters:

• Politicians, changing leadership and political parties ( Chapter 1 )
• Government reform, special interests and the media ( Chapter 2 )
• Economic and policy changes ( Chapter 3 )
• Citizen behavior and individual rights and equality ( Chapter 4 )
• Electoral reform and direct democracy ( Chapter 5 )
• Rule of law, safety and the judicial system ( Chapter 6 )

You can also read people’s answers in their own words in our interactive data essay and quote sorter: “How People in 24 Countries Think Democracy Can Improve.” Many responses in the quote sorter and throughout this report appear in translation; for selected quotes in their original language, visit this spreadsheet .

The survey was conducted from Feb. 20 to May 22, 2023, in 24 countries and 36 different languages. Below, we highlight some key themes, drawn from the open-ended responses and the 17 rigorously coded substantive topics.

How politicians can improve

In almost every country surveyed, changes to politicians are the most commonly mentioned way to improve democracy. People broadly call for three types of improvements: better representation , increased competence and a higher level of responsiveness . They also call for politicians to be less corrupt or less influenced by special interests.

Representation

“Bringing in more diverse voices, rather than mostly wealthy White men.” Woman, 30, Australia

First, people want to see politicians from different groups in society – though which groups people want represented run the gamut. In Japan, for example, one woman said democracy would improve if there were “more diversity and more women parliamentarians.” In Kenya, having leaders “from all tribes” is seen as a way to make democracy work better. People also call for younger voices and politicians from “poor backgrounds,” among other groups. The opposing views of two American respondents, though, highlight why satisfying everyone is difficult:

“Most politicians in office right now are rich, Christian and old. Their overwhelmingly Christian views lead to laws and decisions that not only limit personal freedoms like abortion and gay marriage, but also discriminate against minority religions and their practices.”

– Man, 23, U.S.

“We need to stop worrying about putting people in positions because of their race, ethnicity or gender. What happened to being put in a position because they are the best person for that position?”

– Man, 64, U.S.

“Our politicians should have an education corresponding to their subject or field.” Woman, 72, Germany

Second, people want higher-caliber politicians. This includes a desire to see more technical expertise and traits such as morality, honesty, a “stronger backbone” or “more common sense.”

Sometimes, people simply want politicians with “no criminal records” – something mentioned explicitly by a South Korean man and echoed by respondents in the United States, India and Israel, among other places.

Responsiveness

“Make democracy promote more of the people’s voice. The people’s voice is the great strength for leadership.” Man, 27, Indonesia

Third, people want their politicians to hear them and respond to their needs and wishes, and for politicians to keep their promises. One man in the United Kingdom said, “If leaders would listen more to the local communities and do their jobs as members of Parliament, that would really help democracy in this country. It seems like once they’re elected, they just play lip service to the role.”

Special interests and corruption

Concerns about special interests and corruption are common in certain countries, including Mexico, the U.S. and Australia. One Mexican woman said, “Politicians should listen more to the Mexican people, not buy people off using money or groceries.” Others complained about politicians “pillaging” the country and enriching themselves by keeping tax money.

Calls for systemic reform

For some, the political system itself needs to change in order for democracy to work better. Changing the governmental structure is one of the top five topics coded in most countries surveyed – and it’s tied for the most mentioned issue in the U.S., along with politicians. These reforms include adjusting the balance of power between institutions, implementing term limits, and more.

Some also see the need to reform the electoral system in their country; others want more direct democracy through referenda or public forums. Judicial system reform is a priority for some, especially in Israel. (In Israel, the survey was conducted amid large-scale protests against a proposed law that would limit the power of the Supreme Court, but prior to the Oct. 7 Hamas attack and the court’s rejection of the law in January .)

Government reform

The U.S. stands out as the only country surveyed where reforming the government is the top concern (tied with politicians). Americans mention very specific proposals such as giving the District of Columbia and Puerto Rico statehood, increasing the size of the House of the Representatives to allow one representative per 100,000 people, requiring a supermajority for all spending bills, eliminating the filibuster, and more.

Term limits for elected officials are a particularly popular reform in the U.S. Americans call for them to prevent “career politicians,” as in the case of one woman who said, “I think we need to limit the number of years politicians can serve. No one should be able to serve as a politician for 40+ years like Joe Biden. I don’t have anything against him. I just think that we need limits. We have too many people who have served for too long and have little or nothing to show for it.” Term limits for Supreme Court justices are also top of mind for many Americans when it comes to judicial system reform.

Electoral reform

“There are many parts of the UK where it’s obvious who will get elected. My vote doesn’t count where I live because the Conservative Party wins every time. Effectively it means that the majority is not represented by the government. With proportional representation, everybody’s vote would count.” Man, 62, UK

The electoral system is among the top targets for change in some countries. In Canada, Nigeria and the UK, changing how elections work is the second-most mentioned topic of the 17 substantive codes – and it falls in the top five in Australia, Japan, the Netherlands and the U.S.

Suggested changes vary across countries and include switching from first-past-the-post to a proportional voting system, having a fixed date for elections, lowering the voting age, returning to hand-counted paper ballots, voting directly for candidates rather than parties, and more.

Direct democracy

Calls for direct democracy are prevalent in several European countries – even ranking second in France and Germany. One French woman said, “There should be more referenda, they should ask the opinion of the people more, and it should be respected.”

In the broadest sense, people want a “direct voting system” or for “people to have the vote, not middlemen elected officials.” More narrowly, they also mention specific topics they would like referenda for, including rejoining the European Union in the UK; “abortion, retirement and euthanasia” in France; “all legislation which harms the justice system” in Israel; asylum policy, nitrogen policy and local affairs in the Netherlands; “when and where the country goes to war” in Australia; “gay marriage, marijuana legalization and bail reform” in the U.S.; “nuclear power, sexuality, NATO and the EU” in Sweden; and who should be prime minister in Japan. (The survey was conducted prior to Sweden joining NATO in March 2024.)

The judicial system

Of the systemic reforms suggested, few bring up changes to the judicial system in most countries. Only in Israel, where the topic ranked first at the time of the survey, does judicial system reform appear in the top 10 coded issues. Israelis approach this issue from vastly different perspectives. For instance, some want to curtail the Supreme Court’s influence over government decisions, while others want to preserve its independence, as in these two examples:

“Finish the legislation that will limit the enormous and generally unreasonable power of the Supreme Court in Israel!”

– Man, 64, Israel

“Do everything to keep the last word of the High Court on any social and moral issue.”

– Man, 31, Israel

Is the grass always greener?

Notably, some respondents propose the exact reform that those in another country would like to do away with.

For example, while some people in countries without mandatory voting think it could be useful to implement, there are respondents in Australia – where voting is compulsory – who want it to end. People without mandatory voting see it as a way to force everyone to have a say: “We have to get everyone out to vote. Everyone complains. Voting should be mandatory. Everyone has to vote and have a say,” said a Canadian woman. But the flip side one Australian expressed was, “Eliminate compulsory voting. The votes of people who do not care about a result voids the vote of somebody who does.”

The ideal number of parties in government is another topic that brings about opposing suggestions. In the Netherlands, which has a relatively large number of parties, altering the party system is the second-most mentioned way to improve democracy. Dutch respondents differed on terms of the maximum number of parties they want to see (“a three-party system,” “four or five parties at most,” “a maximum of seven parties,” etc.) but the tenor is broadly similar: Too many parties is leading to fragmentation, polarization and division. Elsewhere, however, some squarely attribute polarization to a system with too few parties. In the U.S., a man noted, “The most egregious problem is that a two-party system cannot ever hope to be representative of its people as the will of any group cannot be captured in a binary system: The result will be increased polarization between the Democratic and Republican parties.”

Even in countries with more than two parties, like Canada and the UK, there can be a sense that only two are viable. A Canadian man said, “We need to have a free election with more than two parties.”

For many respondents, fixing democracy begins with the people

Citizens – both their quality and their participation in politics – come up regularly as an area that requires improvement for democracy to work better. In most countries, the issue is in the top five. And in Israel, Sweden, Italy and Japan, citizens are the second-most mentioned topic of the 17 coded. (In this analysis, “citizens” refers to all inhabitants of each country, not just the legal residents.)

In general, respondents see three ways citizens can improve: being more informed, participating more and generally being better people.

Being more informed

“More awareness and more information. We have highly separated classes. There are generations who have never read a newspaper. One cannot be fully democratic if one is not aware.” Man, 86, Italy

First, citizens being more informed is seen as crucial. Respondents argue that informed citizens are able to vote more responsibly and avoid being misled by surface-level political quips or misinformation.

In the Netherlands, for example, where the survey predated the electoral success of Geert Wilders’ right-wing populist Party for Freedom (PVV), one woman noted that citizens need “education, and openness, maybe. There are a lot of people who vote Geert Wilders because of his one-liners, and they don’t think beyond those. They haven’t learned to think beyond what’s right in front of them.” (For more information on how we classify populist parties, refer to Appendix E .)

Participating more

“Each and every one of us must go to the polls and make our own decisions.” Woman, 76, Japan

Second, some respondents want people in their country to be more involved in politics – whether that be turning out to vote, protesting at key moments or just caring more about politics or other issues. They hold the notion that if people participate, they will be less apathetic and less likely to complain, and their voices will be represented more fully. One woman in Sweden noted, “I would like to see more involvement from different groups of people: younger people, people with different backgrounds, people from minority groups.”

Being better people

“People should walk around rationally, respecting each other, dialoguing and respecting people’s cultures.” Woman, 29, Brazil

Third, the character of citizens comes up regularly – respondents’ requests for their countrymen range from “care more about others” to “love God and neighbor completely” to asking that they be “better critical thinkers,” among myriad other things. Still, some calls for improved citizen behavior contradict each other, as in the case of two Australian women who differ over how citizens should think about assimilation:

“We need to be more caring and thoughtful about people who come to the country. We need to be more tolerant and absorb them in our community.”

– Woman, 75, Australia

“We need to stop worrying that we are going to offend other nationalities and their traditions. We should be able to say ‘Merry Christmas’ instead of ‘happy holidays,’ and Christmas celebrations should be held in schools without worrying about offending others in our so-called ‘democratic society.’”

– Woman, 70, Australia

It’s difficult to please everyone

One challenge is that people in the same country may offer the exact opposite solutions. For example, in the UK, some people want politicians to make more money; others, less. In the U.S., while changes to the electoral system rank as one of the public’s top solutions for fixing democracy, some want to make it significantly easier to vote by methods like automatically registering citizens or making it easier to vote by mail. Others want to end these practices or even eliminate touch-screen voting machines.

Economic reform and basic needs

People in several countries, mostly in the middle-income nations surveyed (Argentina, Brazil, India, Indonesia, Kenya, Mexico, Nigeria and South Africa) stand out for the emphasis they place on economic reform as a means to improve democracy. In India and South Africa, for example, the issue ranks first among the 17 substantive topics coded; in Argentina, Brazil, Indonesia and Kenya, it ranks second. These calls include a focus on creating jobs , curbing inflation , changing government spending priorities and more.

“When education, roads, hospitals and adequate water are made available, then I can say democracy will improve.” Man, 30, Nigeria

Sometimes, people draw a causal link between the economy and democracy, suggesting that improvements to the former would improve the latter. For example, one woman in Indonesia said, “Improve the economic conditions to ensure democracy goes well.” People also insinuated that having basic needs met is a precursor to their democracy functioning. One South African man noted that democracy in his country would work better if the government “created more employment for the youth, fixed the roads and gave us water. They must also fix the electricity problem.” A man in India said, “There’s a need for development in democracy.”

Indeed, specific policies and legislation – particularly improvements to infrastructure like roads, hospitals, water, electricity and schools – are the second-most mentioned topic in Brazil, India, Nigeria and South Africa. Some respondents offer laundry lists of policies that need attention, such as one Brazilian woman who called for “improving health care, controlling drug use, more security for the population, and improving the situation of people on the streets.”

Priority differences in high- and middle-income countries

Beyond economic reform , other changes to living conditions also receive more emphasis in some middle-income countries surveyed:

• In South Africa and Nigeria, both middle-income countries, mentions of economic reform tend to reference jobs . In other, high-income countries, calls for economic change generally refer to other economic issues like inflation and government spending priorities.
• When bringing up the issue of money in politics, respondents in middle-income countries generally cite corruption more than those in high-income countries. Those in high-income countries tend to bring up special interests more broadly.
• People in middle-income countries also focus more on issues related to public safety – including reducing crime and supporting law enforcement – than those in high-income countries.
• For their part, people in the 16 high-income countries surveyed tend to focus more on political party reform, direct democracy, government reform and media reform than those in the eight middle-income nations.

No changes and no solutions – or at least no democratic ones

“Democracy is fine because you have the freedom to express yourself without being persecuted, especially in politics.” Man, 26, Argentina

People sometimes say there are no changes that can make democracy in their country work better. These responses include broadly positive views of the status quo such as, “I am very happy to live in a country with democracy.” An Indian man responded simply, “Everything is going well in India.” Some respondents even compare their system favorably to others, as one Australian man said: “I think it currently works pretty well, far better than, say, the U.S. or UK, Poland or Israel.”

“Our current system is broken and I’m not sure what, if anything, can fix it at this point.” Woman, 41, U.S

But some are more pessimistic. They have the sense that “no matter what I do, nothing will change.” A Brazilian man said, “It is difficult to make it better. Brazil is too complicated.”

And some see no better options. In Hungary – where “no changes” was the second-most cited topic of the 17 coded – one man referenced Winston Churchill’s quote about democracy, saying, “Democracy is the worst form of government, not counting all the others that man has tried from time to time.”

In many countries, a sizable share offer no response at all – saying that they do not know or refusing to answer. This includes around a third or more of those in Indonesia, Japan and the U.S. In most countries, those who did not answer the question tended to have lower levels of formal education than those who offered a substantive solution. And in some places – including the U.S. – they were also more likely to be women than men.

Few call for ending democracy altogether

Despite considerable discontent with democracy , few people suggest changing to a non-democratic system. Those who do call for a new system offer options like a military junta, a theocracy or an autocracy as possible new systems.

Related: Who likes authoritarianism, and how do they want to change their government?

Road map for this research project

One other way to think about what people believe will help improve their democracy is to focus on three themes: basic needs that can be addressed, improvements to the system and complete overhauls of the system. We explore these themes in our interactive data essay and quote sorter: “How People in 24 Countries Think Democracy Can Improve.”

You can also explore people’s responses in their own words, with the option to filter by country and code by navigating over to the quote sorter .

In the chapters that follow, we discuss 15 of our coded themes in detail. We analyze how people spoke about them, as well as how responses varied across and within countries. We chose to emphasize the relative frequency, or rank order , in which people mentioned these different topics. For more about this choice, as well as details about our coding procedure and methodology , refer to Appendix A .

Explore the chapters of this report:

Why this report focuses on topic rank order in addition to percentages

There is some variation in whether and how people responded to our open-ended question. In each country surveyed, some respondents said that they did not understand the question, did not know how to answer or did not want to answer. This share of adults ranged from 4% in Spain to 47% in the U.S.

These differences help explain why the share giving a particular answer in certain publics may appear much lower than others, even if the topic is the top mentioned suggestion for improving democracy. To give a specific example, 10% in Poland mention politicians while 18% say the same in South Africa, but the topic is ranked second in Poland and third in South Africa. Given this, researchers have chosen to highlight not only the share of the public who mention a given topic but also its relative ranking among the topics coded, both in the text and in graphics.

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Report Materials

Table of contents, freedom, elections, voice: how people in australia and the uk define democracy, global public opinion in an era of democratic anxiety, most people in advanced economies think their own government respects personal freedoms, more people globally see racial, ethnic discrimination as a serious problem in the u.s. than in their own society, citizens in advanced economies want significant changes to their political systems, most popular.

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

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T-Rex2: Towards Generic Object Detection via Text-Visual Prompt Synergy

IDEA-Research/T-Rex

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A picture speaks volumes, as do the words that frame it.

• Introduction Video 🎥

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What Can T-Rex Do 📝

2. try demo 🎮, interactive visual prompt api, generic visual prompt api, customize visual prompt embedding api, embedding inference api, 4. related works, 1. introduction 📚.

Object detection, the ability to locate and identify objects within an image, is a cornerstone of computer vision, pivotal to applications ranging from autonomous driving to content moderation. A notable limitation of traditional object detection models is their closed-set nature. These models are trained on a predetermined set of categories, confining their ability to recognize only those specific categories. The training process itself is arduous, demanding expert knowledge, extensive datasets, and intricate model tuning to achieve desirable accuracy. Moreover, the introduction of a novel object category, exacerbates these challenges, necessitating the entire process to be repeated.

T-Rex2 addresses these limitations by integrating both text and visual prompts in one model, thereby harnessing the strengths of both modalities. The synergy of text and visual prompts equips T-Rex2 with robust zero-shot capabilities, making it a versatile tool in the ever-changing landscape of object detection.

T-Rex2 is well-suited for a variety of real-world applications, including but not limited to: agriculture, industry, livstock and wild animals monitoring, biology, medicine, OCR, retail, electronics, transportation, logistics, and more. T-Rex2 mainly supports three major workflows including interactive visual prompt workflow, generic visual prompt workflow and text prompt workflow. It can cover most of the application scenarios that require object detection

We are now opening online demo for T-Rex2. Check our demo here

3. API Usage Examples📚

We are now opening free API access to T-Rex2. For educators, students, and researchers, we offer an API with extensive usage times to support your educational and research endeavors. Please send a request to this email address ( [email protected] ) and attach your usage purpose as well as your institution.

• Full API documentation can be found here .

Install the API package and acuqire the API token from the email.

In interactive visual prompt workflow, users can provide visual prompts in boxes or points format on a given image to specify the object to be detected.

In generic visual prompt workflow, users can provide visual prompts on one reference image and detect on the other image.

In this workflow, you cam customize a visual embedding for a object category using multiple images. With this embedding, you can detect on any images.

• You are supposed to get a download link for this visual prompt embedding in safetensors format. Save it and let's use it for embedding_inference .

With the visual prompt embeddings generated from the previous API. You can use it detect on any images.

🔥 We release the training and inference code and demo link of DINOv , which can handle in-context visual prompts for open-set and referring detection & segmentation. Check it out!

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