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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. 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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