SEYS 777 Research
Seminar in Science Education (I)
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INSTRUCTOR INFORMATION:
Brian Murfin, Ph.D.,
Office: Powdermaker Hall Room 135C,
Office Hours:
Thursday 2:00 pm to 4:00 pm
And by appointment
Please send me email to brian.murfin@qc.cuny.edu to arrange an appointment.
Email: brian.murfin@qc.cuny.edu
Website: 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 Queens College. The Education Unit seeks to promote Equity, Excellence, and Ethics in urban education and is committed to developing competencies in all teacher preparation and other education professional candidates that will enable them to:
- Build inclusive communities that nurture and challenge all learners (Equity)
- Demonstrate professionalism, scholarship, efficacy, and evidence-based and reflective practice (Excellence)
Value
diversity,
democracy, and social justice (Ethics)
At the end of this course, graduate students will have demonstrated competency in the following 7 areas:
1. Understanding the nature of social/scientific research and the scientific processes
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)
This course is the first of two consecutive courses in research techniques and research study findings in science education. The objective is to introduce graduates to tools used in research and study how data is used to look more carefully at cause and effect in teaching and learning. In the process, graduates will identify an area of research interest to investigate and write a review of the literature in their chosen topic. There are well-designed, published journal articles in a wide range of areas related to teaching and learning.
We will discuss common models used in research. Quantitative studies that rely on numerical data analysis and qualitative studies that rely more heavily on observational, descriptive measures will be reviewed and analyzed. 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.
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.
C. REQUIRED PURCHASES: TEXTBOOK(S), SUPPLIES, COMPUTER ACCOUNTS, HARDWARE AND SOFTWARE, OTHER IMPORTANT INFORMATION
Text (Required):Mertler,C.A.and
Charles,C.M.
(2011). Introduction to Educational Research – 7e. New York:
Longman IBSN 10: 0-13-701344-2
Schedule of (Mertler and
Charles) readings
Galvan,
J.L.
(2009). Writing Literature Reviews - 4e. Los Angeles CA:
Pryczak Publishing IBSN 1-884585-86-8
References:
Gabel, D.L. (1993). Handbook of Research on Science Teaching and
Learning. New York: Macmillan.
Burnaford,G.,Fischer,J.,Hobson,D. (1996). Teachers Doing Research:
Practical Possibilities. New Jersey: Erlbaum Asso.
Glass, G., Hopkins, K. (1996). Statistical Methods in Education
and Psychology. Boston: Allyn and Bacon.
Also: Reference Desk at Rosenthal Library - Course SEYS 777 for additional texts and sample literature reviews
Supplies and/or
tools, hardware: You will need access to a computer with an
Internet connection to do the online assignments. You
should have ear phones that you can connect to your computer
in order to listen to webcasts and podcasts.
Accounts needed: You must have the following accounts: Your Queens College CAMS account, a CUNY Portal account, a CUNYFirst account, a Google account, and a Science Moodle account.
Optional supplies - digital microphone, digital video camera, smartphone, webcam. These will all be available for use during face to face class meetings. I recommend that you have a USB drive to store backups of your work.
How to get help: I will try to answer all email requests for help sent to brian.murfin@qc.cuny.edu within 24 hours. If you don't hear from me by then, please resend your request. It is helpful if you put a short description of the question in the subject header of the email message. Another way to get help is from your peers by posting a message to our Google group. If you have problems with your Queens College, CUNY Portal, or CUNY First accounts you should contact the OCT Help desk. Here are some places you can get help:
- Online Student Services
- Technical Support for students, faculty and staff is provided via the following:
- Self-service at https://helpdesk.qc.cuny.edu
- Phone at 718-997-4444
-
In person by visiting us in the Dining Hall, Room 151
-
Email to help@qc.cuny.edu
- Fax: 718-997-3198
What to do if BlackBoard
and the QC website are down: If BlackBoard is down,
please check our QC course website at and also check
your QC email If all of these are down, go to our
Google grouphttp://groups.google.com/group/seys777-fall2012
and check your gmail email for announcements about
alternative arrangements.
Tips
and Advice for Students Taking an Online or Hybrid
Course
- Skills needed to succeed in an online or hybrid course
- Time management skills
- Ability to work and learn independently
- General computer skills such as searching the Internet,
sending and receiving email, knowing how to download and
upload files, to login to college accounts and to access
Queens College email.
- Ability to write clearly
- Tips for Students
- Find out what time of day you work best and make that "sacred time" to complete your work for the online or hybrid class
- Keep careful track of deadlines for assignments, set up email reminders
- Understand that online and hybrid courses are very demanding and can take even more time than face to face courses
- Always keep multiple backups of your work. You can use USB drives, dropbox and other tools.
- When typing an assignment, use a word processor to
complete it. Save the file offline and then copy and
paste the assignment or upload the Word doc to
BlackBoard. Do not type an assignment directly into
BlackBoard online as you may lose it if there is a problem
and you will have to do it all over.
- Login to BlackBoard, check your QC email, and the Google
group at least three times per week.
- If you have to read a long paper, download and print out
the file for easier reading.
- Stay in touch with the instructor. Feel free to email questions or set up an online appointment to chat or talk.
- Work as a team. Form a team or support group with a
few classmates. You can set up your own Google group
to keep in touch and help each other during the
course.
- Always be polite and respectful. Computer mediated communication is different than face to face communication and it is easy for misunderstandings to occur since you do not see body language, facial expressions or hear tone of voice.
- First Steps for students in a hybrid or online course
- Read through the entire course outline and assignments
carefully.
- Ask the instructor questions if you aren't sure.
- Get organized. Create a calendar using Google
calendar or 30boxes.com. Put the due dates for
each assignment on your calendar and set up
reminders. Create a folder for all of your
assignments. Give each file a descriptive name and
keep your files organized with multiple backups. If
you are working on a major assignment such as a paper or
project, you can save the project and include the date in
the filename. This way, if you want to go back to an
earlier version you will have it.
- Create good work habits that will make sure that you use your time wisely. For short work sessions, a simple checklist like nowdothis.com can help keep you on task. Lifehacker is a great website that has good advice on how to be productive, especially with technology. Here is a link that describes some useful checklist software.
D. DISCUSSION TOPICS – TENTATIVE SCHEDULE *
- This is a HYBRID course. Odd numbered weeks will meet face to face in Kiely Hall Room 115 and even numbered weeks will meet Online.
- The last three or four sessions of this course will meet
face to face, on campus, in Kiely Hall, room 115.
- All assignments will be submitted electronically using
BlackBoard, and Google Docs.
Active class participation in
discussions of focus topics is expected.
Week 1 - 8/28/2012
- FACE TO FACE IN KIELY 115 - Course overview
- Introduction; research interests
- The research process from A to Z
- Post your introductions on the discussion board in BlackBoard
- List as many questions and problems related to science
education as you can and post them on the discussion board in
Blackboard
Week 2 - 9/4/2012
- ONLINE - Resources in educational
research
Tasks to be completed during Week 2:
- Post at least three controversial topics/problems/questions related to science education, on the discussion board
- Find a science education research article. I have past copies of the Journal of Research in Science Teaching that you could borrow. Review the article using the instructions below and post on the discussion board in Blackboard.
- Use a web browser to visit the QC library at http://qcpages.qc.cuny.edu/library/
- Click on Find
articles
- Click on Guides
- Scroll down and click on Education
- On the right, click on Science Education http://qcpages.qc.cuny.edu/library/research/guides/education/scienceed.php
- Click on Journals
- Scroll down to Journal of Research in Science Teaching and click on Wiley-Blackwell Full Collection
- Enter the bar code from your Queens College ID and click
login
- You can now click on a Month and year to browse the
articles in an issue or you can use the search box in the
upper right to search in this journal.
- Print out and save a pdf copy of your article.
- Visit the following link http://wps.ablongman.com/ab_mertler_edresearch_6/62/15938/4080144.cw/index.html for Introduction to Educational Research 6E and read through:
- Chapter objectives
- Lecture outline in the form of PowerPoint slides
- Multiple choice
- Weblinks
Assigned Reading:
(Mertler and Charles) Read Chaps 1: Educational research and 4: Locating published research.
Week 3 - 9/11/2012 - FACE TO
FACE IN KIELY 115 - Using the library for science education
research
- Have a science education topic in mind that you can use in
your searches tonight. This does not have to be your
final topic.
- We will walk over to the Rosenthal Library and meet in
Rosenthal Rooms 223/225; Professor Suzanne Li, Bibliographer
for Education.
- Please ask questions and take notes.
- You should be able to locate both print and digital copies of science education journal articles on three topics of interest
Week 6 - 10/2/2012 - ONLINE - An overview of types of educational research and data sources - Chap. 2;
Activities:
- Visit the following link to Chapter 2 (Types of Educational Research and Corresponding Sources of Data) http://wps.ablongman.com/ab_mertler_edresearch_6/62/15938/4080144.cw/index.html for Introduction to Educational Research 6E and read through:
- Chapter objectives
- Lecture outline in the form of PowerPoint slides
- Multiple choice
- Weblinks
- Three useful technology tools for conducting your literature
review. All three of these are extremely useful in
storing references and also producing your list of references
in APA format. I would recommend that you install the
Firefox web browser with the Zotero plugin. I will
demonstrate these in class next week. You should sign up
for accounts with all three and play around with them a bit
before class.
- bibme.org
- Visit bibme.org and register for a free account
- login and explore the site
- connotea.org
- Visit connotea.org and sign up for a free account
- Login and explore. Go through the Beginner's tutorial
- zotero.org
- Visit the zotero.org website
- Register for a free account
- If you use Firefox (recommended) you can download the Zotero plugin
- If you use Chrome or Safari, you can download the
standalone version fo Zotero and Zotero connectors.
- Login to zotero.org and explore
- View the Getting Started screencast tutorials
- Sign up for a diigo.com account
- View the tour
of Diigo
- View the getting
started tutorials
Assigned Reading: (Please post any questions or comments on the chapters on the discussion board in BlackBoard)
(Galvin):
- Chapter 1 - Writing Reviews of Academic Literature
- Chapter 2 - Considerations in Writing Reviews for Specific Purposes
Week 7 - 10/9/2012 - FACE TO FACE IN KIELY 115 - Selecting, refining and proposing a topic for research - (Mertler Chap. 3)
Activities:
- Science news
- Cloning and Stem Cell Discoveries Earn Nobel in Medicine
- http://www.nytimes.com/2012/
10/09/health/research/cloning- and-stem-cell-discoveries- earn-nobel-prize-in-medicine. html?google_editors_picks= true&_r=0
- http://www.nobelprize.org/
nobel_prizes/medicine/ laureates/2012/advanced- medicineprize2012.pdf
- http://www.nobelprize.org/
- French and U.S. Scientists Win Nobel Physics Prize
- Class discussion of Assignment #1 in small groups
- Each person should provide a five minute summary of your
paper to the group, then pose two questions to the group
about your paper.
- After all groups finish, we will have a whole class discussion of questions raised in small groups.
- Quick demo of useful technology tools for your literature
review: bibme.org, connotea.org and zotero.org
-
Prepare a list of possible areas of research interests. (Post on the discussion board)
-
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 subjects.
-
Complete the planning of your science education research activity by posting answers to the following questions on the discussion board:
-
1. A possible topic or problem I am thinking of researching is:
-
2. The type of research that seems most appropriate to my chosen topic
is (check one):
-
ethnographic research
-
historical research
-
descriptive research
-
correlational research
-
action research
-
evaluation research
-
causal-comparative research
-
experimental research
3. The reason that I chose that particular type of research, and why I
think it is most appropriate for my topic, is:_____________
4. Other types of research (if any) in the list above that might also seem
appropriate for my topic include: _______________
5. Based on my responses to #3 and #4, criticisms by experienced
researchers of my topic using these approaches might include: __________
6. Based on my responses to the preceding questions, I believe that
________________________ research would be most
appropriate.
-
-
You will complete your research study in SEYS 778. Please read the links below to see what types of projects need IRB approval:
- Conducting Research in New York City Public Schools
- CUNY Policy for Student Research with Human Subjects
- CUNY
Protection of Human Subjects
- FAQ about the IRB and Human Subjects
- Questions from Galvin or Mertler readings - class discussion
Assigned reading:
(Galvin):
- Chapter 3 - Selecting a Topic and Identifying Literature for Review
- Chapter 4 - General Guidelines for Analyzing Literature
Week 8 - 10/16 - ONLINE - Designing a research project - Chap. 6
Science News
- The Nobel Prize in Chemistry 2012 Robert J. Lefkowitz, Brian K. Kobilka
- http://www.nobelprize.org/nobel_prizes/chemistry/laureates/2012/press.html
- http://www.nobelprize.org/nobel_prizes/chemistry/laureates/2012/popular-chemistryprize2012.pdf
- http://www.nobelprize.org/nobel_prizes/chemistry/laureates/2012/advanced-chemistryprize2012.pdf
- DNA decay rate makes 'Jurassic Park' impossible
- Researchers discover mice have complex singing skills
- RAW
SLUGS: DON'T EAT THEM!
Assignment: Work on your 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. Post on the discussion board in Blackboard, submit
as an assignment, and share as a Google doc with
qcscied@gmail.com. Save backups in various locations.
Assigned reading:
(Mertler and Charlers) - Chapter 6 - Designing a Research project
(Galvin):
- Chapter 5- Analyzing Quantitative Research Literature
- Chapter 6 - Analyzing Qualitative Research Literature
Week 9 - 10/23/2012 -
FACE TO FACE IN KIELY 115 - Research Project Updates,
feedback and discussion, Introduction to statistics
- Interpreting and summarizing published research - Chaps. 5
& 8 with
- Discuss the following questions in small groups:
- statistical analysis. Read
pp. 330-349 in text.
Assigned Reading:
(Mertler and Charles):
- Interpreting and summarizing published research - Chaps. 5 & 8
(Galvin):
- Chapter 7 - Building Tables to Summarize Literature
- Chapter 8 - Synthesizing Literature Prior to Writing a Review
Week 10
- 10/30/2012 - ONLINE
- Example of historical research topic - pick team
assignments post on the wiki tool in Blackboard
Assigned reading:
(Galvin):
- Chapter 9 - Guidelines for Writing a First Draft
- Chapter 10 - Guidelines for Developing a Coherent Essay
- Chapter 11 - Guidelines on Style, Mechanics, and Language Usage
Week 11 - 11/6/2012 - FACE
TO FACE IN KIELY 115 - Recovery from Hurricane
Sandy, lit review and proposal updates and question and answers
(I will try to video this class for those who can't make
it. The link will be posted to the Google group and in
BlackBoard and via email)
- Each person will provide a short update on their progress with the literature review and project proposal
- Questions and answers on literature reviews
- Questions and answers on proposals
Assigned reading:
(Galvin):
- Chapter 12 - Incorporating Feedback and Refining the First Draft
- Chapter 13 - Preparing a Reference List
- Chapter 14 - Comprehensive Self-Editing Checklist for Refining the Final Draft
Week 12 - 11/13/2012 - ONLINE - Continue working on proposal and lit review - submit questions, problems to instructor
Science news:
- Why Antarctic sea ice cover has increased under the effects of climate change
- Scientists successfully cloaked an object perfectly for the first time
- Solar Eclipse Tuesday: Extremely Remote, But Visible Online Everywhere
- Meteor Shower This Week: Leonids to Be Boosted by Moonless Night
- Using rust and water to store solar energy as hydrogen
- CONDUCTIVE PLASTIC HEALS LIKE SKIN
- High-Fiber
Pepsi: The Choice of a New, Weird Generation
Tasks for Week 12:
1) On the Mertler book website, read through the following for chapters 3, 4, and 5:
- Chapter objectives
- Lecture outline in the form of PowerPoint slides
- Multiple choice
- Weblinks from the Mertler book website:
2) Post an updated version of your proposal and a list of the references you have collected so far
3) Prepare to lead your team discussion next week.
4) You should be working on the rough draft of your literature review paper.
Week 13 - 11/20/12 – FACE TO FACE IN KIELY 115 - Types of research studies – Experimental, quasi-experimental, and
single subject research - Chap.
13; Mixed-methods research designs – Chap. 14, Non-experimental
quantitative
Science news:
- Direct link to concerns with Race to the Top
- Comments on value added assessment
- A Primer for Non-Education Writers
- Homework doesn't boost grades
Each team will lead a discussion on the topics specified
(maximum time per team is 15 minutes). We are discussing
materials from "Introduction to Educational Research" by Craig
Mertler and C.M. Charles (7e) and (6e), so each group should
have at least one copy of each edition.
- Team 1*
activities Discussion of Experimental,
Quasi-Experimental and Single Subject Designs - Chapter 13
- Team 6*
activities Discussion of Statistical Concepts and
Procedures ( See Appendix, pp. 331-349)
Continue work on literature
review in class and proposals
Useful technology links:
Week 14 - 11/27/2012 - CLASS IS
ONLINE THIS WEEK - Continue to work on literature review
and proposals
- You can use PowerPoint or other software for your oral presentation. Here are a few others that work well:
- http://www.slideshare.net/ (I recommend that if you use PowerPoint, you can also upload it here)
- Zoho Show https://www.zoho.com/docs/online-presentation-tool.html
- Prezi - http://prezi.com/
- Whatever software you use, make sure that you practice with
it beforehand. Also, do not use too many slides.
If you have a lot of text, etc. put it on handouts for the
class.
Week 15 - 12/4/2012 - FACE
TO FACE IN KIELY 115 - Assignment
2 - Final Proposal Due
Week 16 - 12/11/2012 - FACE TO FACE IN KIELY 115 - Presentation of oral summaries 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
Week 17 - 12/18 /07 - FACE
TO FACE IN KIELY 115 - 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. 25 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:
| Assignment |
Points |
| Assignment 1 - review of a science
education research article |
10 |
| Assignment 2 - Research proposal | 10 |
| Assignment 3 - Review
of the literature presentation |
25 |
| Assignment 4 - Review of literature paper | 50 |
| Participation |
10 |
Total possible points: 105
points
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. ADA Statement
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 Queens students contact: Pratik Patel, Special Services Office; 171 Kiely Hall; 718 997-5870 (8:00 a.m. to 5:00 p.m.). E-mail address: pratik_patel@qc.edu
I. USE OF STUDENT WORK
All teacher education programs in New York State undergo periodic reviews by accreditation agencies and the state education department. For these purposes, samples of students’ work are made available to those professionals conducting the review. Student anonymity is assured under these circumstances. If you do not wish to have your work made available for these purposes, inform the professor know before the start of the second class.
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.