AP Research 2016 Student Workbook

186 Pages·2017·2.29 MB·English

Welcome to…
AP Research
2017 Student Workbook
1
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Pages 34-37: 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
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permission of The American Public Health Association.
Pages 99 and 169: 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.
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Contents
7 Lesson 1: Situate the Approach for Your QUEST
11 Lesson 2: Types of Researchers
18 Thinking Ahead: Developing Research Questions
19 Lesson 3: Big Idea 1: Question and Explore —
Developing and Revising Research Questions
27 Lesson 4: Big Idea 2: Understand and Analyze— Initial
Searches and the Annotated Bibliography
45 Lesson 5: Big Ideas 1 & 2-Establishing Your Own Credibility
71 Lesson 6: Big Idea 4: Synthesize — Definitions, Assumptions, and Hypotheses
77 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
99 Lesson 9: Big Idea 1: Question and Explore — Aligning
the Inquiry Approach, Design, and Method
107 Lesson 10: Big Idea 1: Question and Explore —
Choosing and Defending an Inquiry Method
121 Lesson 11: Big Idea 4: Synthesize Ideas-Organizing
and Discussing the Results of Your Method
139 Lesson 12: Big Idea 1: Engaging in Ethical and Safe Research Practices
161 Lesson 13: Formative Assessment and Feedback— The Proposal Form
167 Thinking Ahead: Reviewing Presentations
169 Lesson 14: Big Idea 4: Synthesize Ideas — Moving from
a Literature Review to Your Own Research
173 Lesson 15: Big Idea 5: Team, Transform, Transmit —
Performance Assessment Task: The Academic Paper
177 Lesson 16: Big Idea 5: Team, Transform, Transmit — Performance
Assessment Task: Presentation and Oral Defense
181 Lesson 17: Big Idea 5: Team, Transform, Transmit —
Practice and Peer Review Makes Permanent
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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.
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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
If some or all of these websites do not work for you, try using a different browser
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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. In what way does the discipline (associated with your topic of inquiry) gather data
or information to “know” or “understand” something?
2. What are some ways a researcher (in the discipline associated with your topic of
inquiry) 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?
4. Where can you find evidence for how a specific discipline engages in research,
communicates findings, and/or cites sources?
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
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