Stripling and Pitts describe their model as a "thinking frame" (Stripling and Pitts 1988, 19) for research. This ten-step process emphasizes a thinking framework that can be adapted for any age level and any curricular subject. The authors maintain that, unless they are instructed to do so, most students do not automatically think about research in an explicit manner. Therefore, by prescribing the method in which to write research papers, the authors hope to improve student thought about the research process. The ten steps of the search process model (Stripling and Pitts 1988) are organized around the major activities performed in writing a coherent research paper: topic selection, planning the information search, locating and accessing materials, and creating a final product. Throughout the model, students have several reflection points that allow them to make judgments about their progress.
Jennie Bales on 22 Jun 21"'Know thyself' - pithy self-help aphorism? Impossible task? Life-changing wisdom? What really is the value of reflection? And how is it effectively taught? In a world characterised by hurry, progress and efficiency, reflection requires a change of pace. It requires that we pause, breathe, and shift our future-orientation to dwell instead on what has been. This does not come naturally to many of the students in our classrooms (perhaps not even to ourselves)."
