2016 AP Research Student Workbook

180 Pages·2016·5.61 MB·English

Welcome to…
AP Research
2016 Student Workbook
1
About the College Board
The College Board is a mission-driven not-for-profit organization that connects
students to college success and opportunity. Founded in 1900, the College Board
was created to expand access to higher education. Today, the membership
association is made up of over 6,000 of the world’s leading educational institutions
and is dedicated to promoting excellence and equity in education. Each year, the
College Board helps more than seven million students prepare for a successful
transition to college through programs and services in college readiness and
college success — including the SAT® and the Advanced Placement Program®. The
organization also serves the education community through research and advocacy
on behalf of students, educators, and schools.
For further information, visit www.collegeboard.org
The College Board acknowledges all the third party content that has been included
in these materials and respects the Intellectual Property rights of others. If we have
incorrectly attributed a source or overlooked a publisher, please contact us.
Pages 35-38: Michelle Chamberlin and Robert Powers. “The Promise of Differentiated
Instruction for Enhancing the Mathematical Understandings of College Students,”
from Teaching Mathematics and its Applications, 29 (3), 2010, 113-139. © The
Author 2010. Published by Oxford University Press on behalf of The Institute of
Mathematics and its Applications. Used with permission of Oxford University Press.
Pages 50-54: Jeffrey S. Gerber and Paul A. Offit. “Vaccines and Autism: A Tale of
Shifting Hypotheses,” from Clinical Infectious Diseases 2009; 48:456–61. © 2009
by the Infectious Diseases Society of America. Used with permission of Oxford
University Press.
Pages 59-61: “Project D.A.R.E. Outcome Effectiveness Revisited,” West et al. From
the American Journal of Public Health, 94(6); June 2004: 1027-1029. Used with
permission of The American Public Health Association.
Pages 98 and 164: LEEDY, PAUL D.; ORMROD, JEANNE ELLIS, PRACTICAL
RESEARCH: PLANNING AND DESIGN, 10th Ed., ©2013, pp.96, 99, 100, 197-200.
Reprinted by permission of Pearson Education, Inc., New York, New York.
© 2015 The College Board. College Board, Advanced Placement Program, AP, SAT, and the acorn logo are registered
trademarks of the College Board. AP Capstone is a trademark owned by the College Board. All other products and
services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org
2
Contents
5 Lesson 1: Situate the Approach for Your QUEST
12 Lesson 2: Types of Researchers
19 Thinking Ahead: Developing Research Questions
20 Lesson 3: Big Idea 1: Question and Explore —
Developing and Revising Research Questions
28 Lesson 4: Big Idea 2: Understand and Analyze— Initial
Searches and the Annotated Bibliography
46 Lesson 5: Big Ideas 1 & 2-Establishing Your Own Credibility
72 Lesson 6: Big Idea 4: Synthesize — Definitions, Assumptions, and Hypotheses
78 Lesson 7: Big Idea 5: Team, Transform, Transmit-
Presenting Where You Are on Your QUEST
83 Lesson 8: Big Idea 2: Understand and Analyze-Contextualizing
Your QUEST with the Literature Review
97 Thinking Ahead: Annotated Bibliography for Research Methods
98 Lesson 9: Big Idea 1: Question and Explore — Aligning
the Inquiry Approach, Design, and Method
105 Lesson 10: Big Idea 1: Question and Explore —
Choosing and Defending an Inquiry Method
118 Lesson 11: Big Idea 4: Synthesize Ideas-Organizing
and Discussing the Results of Your Method
135 Lesson 12: Big Idea 1: Engaging in Ethical and Safe Research Practices
157 Lesson 13: Formative Assessment and Feedback— The Proposal Form
163 Thinking Ahead: Reviewing Presentations
164 Lesson 14: Big Idea 4: Synthesize Ideas — Moving from
a Literature Review to Your Own Research
167 Lesson 15: Big Idea 5: Team, Transform, Transmit —
Performance Assessment Task: The Academic Paper
171 Lesson 16: Big Idea 5: Team, Transform, Transmit — Performance
Assessment Task: Presentation and Oral Defense
175 Lesson 17: Big Idea 5: Team, Transform, Transmit —
Practice and Peer Review Makes Permanent
3
Page L–4 has intentionally been left blank.
4
AP RESEARCH WORKSHOP HANDBOOK
Lesson 1: Situate the Approach for Your QUEST
There are specific disciplines/organizations with long-held paradigms that use
your own ways of knowing to understand phenomena, collect and analyze
data or information, and generate new understandings. In order to situate your
research project (know where you are going), you must be aware of your own
way of knowing and how it connects (or disconnects) with the discipline’s way of
knowing pertaining to your topic of inquiry. Additionally, to align your approach
with the discipline of your topic of inquiry, you must be aware of the type of
knowledge that is valued, the methods to get to that knowledge, and how that
new knowledge is reported within a discipline.
Lesson 1: Situate the Approach for Your QUEST 5
AP COURSE WORKSHOP HANDBOOK
Identifying Discipline Specific Ways of Knowing
Directions
Read or skim the discipline-specific background information as assigned to
your table, to develop responses to the questions on the following pages.
HISTORY
www.historians.org/publications-and-directories/perspectives-on-history/
january-2007/what-does-it-mean-to-think-historically
http://evergreen.edu/washingtoncenter/docs/natlproject/
dimensionsdisciplinaryunderstanding.pdf
SCIENCE/MATH
www.educationforthinking.org/sites/default/files/pdf/05-
02WhatIsScientificThinking.pdf
http://evergreen.edu/washingtoncenter/docs/natlproject/
dimensionsdisciplinaryunderstanding.pdf
HUMANITIES
http://chronicle.com/article/The-Unintended-Value-of-the/65619
http://evergreen.edu/washingtoncenter/docs/natlproject/
dimensionsdisciplinaryunderstanding.pdf
ARTS
http://evergreen.edu/washingtoncenter/docs/natlproject/
dimensionsdisciplinaryunderstanding.pdf
6 Lesson 1: Situate the Approach for Your QUEST
AP RESEARCH WORKSHOP HANDBOOK
After reviewing discipline-specific ways of knowing and inquiring, provide
individual responses to the following questions and then discuss your answers
with your table group:
1. What way does the discipline gather data or information to “know” or
“understand” something?
2. What are some ways a researcher should share or present information so it is
valued by the discipline?
3. How does conducting research and sharing results in ways that align to discipline
expectations affect author credibility?
Lesson 1: Situate the Approach for Your QUEST 7
AP COURSE WORKSHOP HANDBOOK
Colors of Disciplinary Understanding
Directions
1. Using your responses and discussion from the previous task, develop a list
of expectations/values from that discipline.
2. Add information to your discipline chart for the following categories and include
one to three bullets for each category:
›› Method of Inquiring: Inductive or Deductive (prove a hypothesis or link
together evidence to make a hypothesis)
›› Gathering Data/Information (What is a researcher in that discipline
looking for?)
›› Analyzing Data/Information (How should that information be organized
and interpreted?)
›› Presenting information (How should a researcher in that discipline present
results to others in that discipline?)
3. Share your group’s responses when directed.
4. After listening to all other disciplines, add two more categories to your
discipline chart:
›› Commonalities (What are the overlaps among the different disciplines?)
›› Differences (What are distinct differences among the disciplines?)
8 Lesson 1: Situate the Approach for Your QUEST
AP RESEARCH WORKSHOP HANDBOOK
Reflect
▶›What similarities exist between the disciplines and their ways of knowing through
forms, knowledge, methods, and purposes?
▶›How can you use the discipline-specific ways of knowing activity to strengthen
your rationale for the method you will choose to develop or use to engage in your
own research?

Lesson 1: Situate the Approach for Your QUEST 9
AP COURSE WORKSHOP HANDBOOK
Page L–10 has intentionally been left blank.
10 Lesson 1: Situate the Approach for Your QUEST