SEYS
777 Research Seminar in Science Education (I)
Office location:
PH
150P
Office hours: Wednesday and Thursday 4-5 PM & by appointment Email: brian.murfin@qc.cuny.edu | (718)
997-5150 SEYS (718) 997-5066 Voicemail (718)997-5152 Fax Web site: http://qcpages.qc.cuny.edu/~bmurfin |
A.
COURSE DESCRIPTION – 2
hr. plus conf.; 3 cr.
Prerequisites: Initial Certificate. Matriculation in MS in Secondary
Education
and completion of a
minimum of 20
credits in the MS degree program.
B.
COURSE GOALS/OBJECTIVES
This
course is offered by the Science Education Program in the
Department of Secondary Education, part of the Education Unit at
applied in research. (Excellence)
2. Understanding
contrasting types of research and sources
of data used in each type.
(Excellence, Ethics)
3.
Selecting and refining a research proposal. (Equity,
Excellence, Ethics) Note: Research proposals
commonly embody one
or more Core Values.
4. Locating
published research. (Excellence)
5. Interpreting
and summarizing published research. (Excellence)
6. Presenting the
results of a review of published research. (Equity,
Excellence, Ethics)
7. Writing a review
paper in an area of published research. (Excellence,
Ethics)
We
will discuss common models used in research.
Through
examining published studies in
science/instruction in middle and high school, we will learn to
recognize
different types of goals and outcomes of each
model.
Quantitative studies that rely on numerical data analysis
and
qualitative studies that rely more heavily on observational,
descriptive
measures will be reviewed and analyzed. There are interesting studies
in every
area related to teaching and learning.
Participants
may conduct an alternative to a classical research study in
Semester 2 (e.g. an action research project) based on approval by the
instructor.
Mertler,C.A.and
Charles,C.M. (2008). Introduction to
Educational Research - 6e.
Gabel,
D.L. (1993). Handbook of Research on
Science Teaching and
Learning.
Burnaford,G.,Fischer,J.,Hobson,D.
(1996). Teachers Doing Research:
Practical
Possibilities.
Glass,
G., Hopkins, K. (1996). Statistical
Methods in Education
and Psychology.
* A
computer workshop may replace one class based on need.
1
8/29 Course overview
Self-introductions;
research
interests
2
9/5 Resources
in educational research
Rosenthal Library Rosenthal
223; Mr Manny
Senudo, Suzanne Li, Guest Lecturer. Assign:
Read
Chaps 1: Education
research & 4: Locating published research. Complete
workshop
assignment.
Due 9/26
NO CLASS 9/12
3
9/19 Interpreting
and summarizing published research
- Chaps. 5 &
8 with
broad overview discussion of statistical
analysis. Read pp. 330-349 in
text.
4
9/26 Conducting a review of literature – Read
Gavin, Chaps. 1-3; Writing literature reviews
Assignment:
Workshop paper from 9/5. A written analysis of a research
study.
5 10/3 An
overview to types of educational research
and data sources - Chap. 2;
Assignment:
Complete
developmental activity 1-5, p.38. Studies completed in SEYS 778.
6 10/10 Selecting,
refining and proposing a topic for research - Chap. 3
Assignment: Prepare a list
of possible areas
of research interests. Considerations: What
aspects of the topic/problem
interest you?
What are you hoping to find out? What use will the
study be to you as a teacher? Policy review of protocols
for conducting
research on human
7 10/17
Designing a research project - Chap. 6
Assignment: Draft proposal.
Prepare a clear,
succinct, worded title of your
study.
Include a description of the research (problem you are
investigating, type of
research it will be, a
working hypothesis (if
needed) and specific ways
you plan to locate
biographical information for
your literature review.
Include a list of
keywords, terms (DESCRIPTORS)
used in your search to
locate studies or
published data. Present a 5-
minute description to class
for discussion and
feedback. HAND IN.
8 10/24 - Research Project Updates, feedback and discussion
9 10/31 Example of historical research topic - Flock of Dodos, pick team assignments
10 11/7 Types of research studies
- Experimental, quasi-experimental,
and
single
subject research - Chap. 13;
Mixed-methods research designs – Chap. 14
Qualitative
research methods;
Ethnographic &
historical studies; Chap.
10 - Team 2*
Survey research ; Chap. 11 - Team 3* activities
11
11/14 Types of Research Studies - Types of research studies – Non-experimental
quantitative research - Chap. 12
Correlational
studies - Team 4* activities
Action
Research and Evaluation Research - Chap. 15
Statistics - Team 6* activities (Book appendix)
Trouble-shooting - Seminar on problems or
questions regarding your research area or
topic of investigation. Due: Revision
of 10/17 proposal and bibliographic
citations found (to
date).
11/20/07 – NO CLASS on 11/21 - Thanksgiving Recess
12- 11/28 - TBA and Work on literature review in class and proposals
13- 15
11/28,12/5, 12/12 Presentation
of oral summations of literature
review and proposal, with
discussion,
questions
and feedback. Refer
to schedule (TBA). Review
of Literature paper due
week of Finals.
Scoring guidelines for literature review presentations
15 12/19 /07 IMPORTANT: WE WILL MEET FROM 6:15PM TO 8:15PM Finals Week – Review of the
Literature,
due. No
extensions.
* Teams and assignments will
be formed after
the start of the semester.
E.
ASSIGNMENTS, DUE DATES AND GRADING
PLAN
1.
Preparation and participation.
Due to the nature of the research seminar, preparation and
participation
in weekly
discussions are vital to ensure successful attainment of objectives
this
semester. Chapter readings are
listed for each week.
Additional assignments will be completed
through
team presentations.
Attendance mandatory.
15 points
2.
Research proposal. A research proposal is a description of the
research or study you plan to
conduct
in Semester 2. Generally
a proposal includes: a title that
clearly describes the intended
research
or study, a
discussion of the research sampling, design, methodology and calendar
schedule
for carrying out the
research or study, and a description of how the data will be
analyzed.
In some cases, a
hypothesis is included that defines the study more precisely. The
shaping
of your research
proposal will be discussed and assessed throughout the coming
months.
10
points
3.
Presentation of review of research.
Prior to the end of the semester, you will have
opportunities
to present the
results of your literature search and proposal to your peers for
feedback
and refinement. A
formal presentation is given in the last weeks of the first semester.
25
points
4.
A 15+ page review of research paper summarizing the most recent
developments in an area of
interest
to you. In research
parlance, this paper is called a review of the literature. The purpose
of
this bibliographic-cited
research is to give the researcher (you) a deeper understanding of the
findings
in a field of
research or professional interest.
The
review should cite a minimum of 10
related
articles (studies) and
include an overview of major findings, conclusions and/or points
of
dispute in the chosen area
of research.
50
points
Accordingly,
a final grade in this course is based on the following criteria:
Research proposal
10
Review of the literature
presentation
25
Review
of literature paper
50
Total:
100
F.
FIELDWORK REQUIREMENTS
Attendance
at a professional science teacher meeting is required at the New York
Academy
of Sciences (NYC), Saturday Science Conference (NYC) or
research-centered
center. Written
analysis
– 1 page. Suggested outline (format) will be distributed.
G.
CUNY POLICY ON ACADEMIC INTEGRITY
Academic
dishonesty is prohibited in The City University of New York and is
punishable
by penalties, including failing grades, suspension, and expulsion as
provided
at:
http://qcpages.qc.cuny.edu/provost/policies/index
H.
Students
with
disabilities needing academic accommodation should: (1) register with
and
provide documentation to the Special Services Office, Kiely 171; (2)
bring a
letter to the instructor indicating the need for accommodation and what
type. This should
be done during the
first week of class. For
more
information about services available to
I.
USE OF STUDENT WORK
All
teacher education programs in
J.
ADDITIONAL INFORMATION
Some
topics of potential research interest:
Teacher
instruction and:
Cooperative
learning in science,
science achievement (any or all grades), cognitive
development and
learning, constructivist pedagogy or related areas: inquiry/discovery
lessons
in science, critical thinking or problem-solving, student-centered
performance
assessment, computers/learning technologies in science instruction,
alternate
teaching methods (e.g. “workshop model”),
student learning styles, team taught-approach to science
instruction,
reading/writing in science, basic skills and science learning, special
needs
students, diverse student populations.
Issues
in science education:
Science
standards and practice in science education,
correlations between variables like classroom
environment, student attitude, gender, teacher factors, student
background, student
performance,
cultural factors, issues in science curriculum reform, gender
inequities in
science, inquiry, discovery and/or "hands-on" science and
achievement, the effect of National Science Education Standards on
science
instruction and achievement ((7-12), effects of instructional approach
and learning
styles on student perceptions and achievement.
Topics
or issues in science
to enrich the secondary curriculum:
New
frontiers in…(e.g. biotechnology research,
stem cell research); Ethnics
and science (e.g. cloning ); History
of science(e.g. Newtonian and quantum
mechanics); The
nature and philosophy of
science (e.g. Creationism or Evolution?, Paranormal phenomena); Other (see me).
Note: Topics are broad categories that may contain an array of suitable subtopics to investigate. Individual studies will be more narrowly focused and have a deeper foundation in one area.