develop a line of reasoning to support an argument, a perspective or course(s) of action

IGCSE Global Perspectives 0457 – Research, Analysis and Evaluation

Learning Objective

Develop a clear, logical line of reasoning to support an argument, a perspective, or a proposed course of action, using reliable evidence and reflecting on personal biases.

1. Assessment Overview (AO 1 – AO 3)

AO Weightings (overall)

• AO1 – Research, analysis & evaluation: 68 %
• AO2 – Reflection: 15 %
• AO3 – Communication & collaboration: 17 %

2. Full Syllabus Topic List (optional sustainability lens)

Any one of the following topics may be chosen for the research question. The sustainability lens (environmental, social, economic) is optional; it can be used to deepen analysis but is not required.

3. Command‑Word Guidance (link to AOs)

These are the most common command words in the syllabus. Use the suggested approach to ensure you address the relevant AO.

4. Key Terminology (AO 1)

Practice Task – Label the Terms

Read the excerpt below and underline each term from the table above (e.g., bias, claim, fact, etc.).

“The recent study (Smith 2022) claims that 70 % of teenagers experience improved self‑esteem when using Instagram. However, the researchers were funded by a major social‑media company, which creates a clear vested interest. While the data are presented as facts, the sample consisted of only 150 volunteers from one urban school, making the findings a generalisation. Critics argue that the study ignores the bias of participants who already enjoy online interaction, and they predict that the positive effects will diminish over time as novelty fades.”

5. The Research Process (AO 1)

1. Identify a focused research question. Use the full topic list to choose a subject and phrase the question so it is clear, answerable, and appropriately scoped.
2. Plan the research. Decide which primary (interviews, surveys, observations) and secondary (peer‑reviewed articles, reputable news, statistical databases) sources you need. Record a tentative timeline.
3. Collect data. Follow ethical guidelines, keep a detailed research log, and record full bibliographic details for every source as you go.
4. Analyse the data. Look for patterns, trends, contradictions, and note any bias, vested interest, or value‑laden language.
5. Evaluate each source. Apply the critical‑question checklist (see Section 6) and the terminology table to judge credibility, relevance, and reliability.
6. Synthesise findings. Organise evidence into thematic headings that will become the main points of your line of reasoning.
7. Reflect (AO 2). Write a brief note on what you have learned about your own assumptions, the reliability of sources, and the research process.

6. Evaluating Evidence – Critical Questions (AO 1)

• Who is the author or creator? (expertise, affiliation)
• What is the purpose of the source? (inform, persuade, sell)
• When was it produced? Is it up‑to‑date?
• Where was it published? Is the outlet reputable?
• Why might the source be biased or have a vested interest?
• Does the source present facts, claims, predictions, or values?
• Is the evidence a primary observation or a secondary interpretation?

7. Building a Line of Reasoning (AO 1 + AO 3)

A line of reasoning is a logical chain that links evidence to a conclusion.

• Clear: Each step follows naturally from the previous one.
• Coherent: Ideas are connected and flow without gaps.
• Supported: Every claim is backed by evaluated evidence.
• Balanced: Alternative viewpoints are acknowledged, evaluated, and either refuted or integrated.

8. Structuring Arguments (AO 1 + AO 3)

9. AO Weightings – Quick Reference

10. Sample Activities (apply to two different topics)

Activity A – Social Media & Youth (Original Example)

1. Research question: “What are the mental‑health effects of social media on 13‑18‑year‑olds?”
2. Gather at least three source types (e.g., peer‑reviewed article, reputable news report, interview with a school counsellor).
3. Complete the evidence table in Section 11.
4. Write a paragraph that links each piece of evidence to the claim “Social media has a greater positive impact than negative impact on young people,” including one counter‑argument.
5. Peer‑review using the checklist (clarity, balance, citation accuracy).

Activity B – Climate Change – Energy & Resources

1. Research question: “How effective are community‑scale solar projects in reducing household carbon footprints in developing countries?”
2. Source types: government report, peer‑reviewed journal article, interview with a project manager.
3. Populate the evidence table.
4. Draft a line of reasoning supporting the perspective “Investing in community solar is a sustainable solution for energy poverty.” Include a counter‑argument about intermittency and storage costs.
5. Present findings (≈ 10 min) and then write a 300‑word reflection on any pre‑conceptions about renewable energy.

11. Evidence Table Template (AO 1)

12. Reflection Prompts (AO 2)

• Which of your own values or experiences influenced the choice of evidence?
• Did you notice any bias in the sources that you had not expected? How did you address it?
• What new skills or insights have you gained about evaluating information?
• How might your line of reasoning change if you investigated a different stakeholder group?

13. Communication & Collaboration Tips (AO 3)

• Citation consistency: Choose Harvard or APA and apply it to every in‑text reference and bibliography.
• Team log (Paper 3): Record each member’s contributions, meeting minutes, and decisions about source selection. This log accounts for 30 % of the Team Project mark (collaboration component).
• Word‑limit guidance:
  • Team element (research report): 1 500 – 2 000 words.
  • Personal element (reflection & individual contribution): 300 – 500 words.
  • Evidence of action: at least one documented activity (photos, videos, or written record) linked to the research question.
• Peer‑review checklist: Clarity of argument, balance of viewpoints, correct referencing, visual presentation (tables/diagrams).
• Presentation skills (Paper 3): Use visual aids (flowcharts, evidence tables), maintain eye contact, allocate speaking time evenly, and end with a clear call‑to‑action or recommendation.

14. Summary

1. Choose a focused research question from the full 24‑topic list.
2. Gather and evaluate a range of primary and secondary sources, using the terminology table to label bias, claim, fact, etc.
3. Construct a logical line of reasoning that links evaluated evidence to a clear thesis, acknowledges counter‑arguments, and is presented with proper citation.
4. Reflect on personal learning (AO 2) and demonstrate effective communication and teamwork (AO 3) throughout the written and oral components.