Stem student research handbook 2 8-2013
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Stem student research handbook 2 8-2013
- 1. + ecrets for S Conducting Student Research Tips for Organization Andrews University February 2013 Dr. Darci J. Harland
- 2. + The Power Of Social Networking Professional Learning Communities (Networks) PLC or PLN
- 3. + Contact Info Connect with Me! http://www.STEMmom.org drdjharland@gmail.com Twitter: #djSTEMmom http://www.facebook.com/StemMo m#
- 4. + Dr. Darci J. Harland
- 5. + About The Handbook Written directly to the student Geared to high school & undergraduate students “Teacher Cues” Chapter Questions & Chapter Applications Sample rubrics CeMaST: Center for Mathematics, Science, and Technology
- 6. + Tonight’s Topics Overview of the Handbook Finding a Research Topic Getting Started: Research Design Working with a Group Data Collection Determining the Meaning of Data
- 7. +
- 8. + Levels of Inquiry Demo- Activity Teacher- Student- nstration Initiated Initiated Posing the Teacher Teacher Teacher Student Question Planning the Teacher Teacher Student Student Procedure Formulating Teacher Student Student Student the Results From: D. Llewellyn. 2002. Inquiry within: Implementing inquiry-based science standards. Thousand Oaks, Corwin Press. An interview I did: http://www.nsta.org/publications/press/interviews.aspx
- 9. Tips for Finding a Research Topic +
- 10. + Getting A Research Topic www.TED.com www.popsci.com www.scientificamerican.com
- 11. + Getting A Research Topic dsc.discovery.com/tv- shows/mythbusters www.scistarter.com Search “Citizen Science”
- 12. + Consider the tools…
- 13. Tips for Getting Started +
- 14. + Refine Your Topic Idea
- 15. +
- 16. + Continue in Background Research vs. Basic search engine vs. database search Identifying reliable resources Free Open Access Scholarly research articles for free! See pg. 39 for a listing
- 17. + Read-Read-Read & Take Organized Notes… www.endnote.com www.EasyBib.com www.NoodleTools.com
- 18. + Efficient Note Taking Write 5 overarching questions to answer Entity Independent variable Dependent variable Connections between the 2 variables
- 20. + Tips For Successful Groups Schedule Time for Group Meetings Determine strengths Assign tasks Write contract Use Technology: for easier collaboration
- 21. + Use Google Drive for sharing & collaboration Word Documents Excel spreadsheets
- 22. + Google Docs for Group Writing
- 23. + Google Docs: Revision History
- 24. + Social Bookmarking Bookmark-online and share with others Mark up webpages, highlight make sticky notes Photo Sharing Websites Pinterest, Flicker, Picaso Share photos, tag them,
- 25. Tips for Data Collection +
- 26. + Organize your Lab Notebook Develop Tables for Recording Data Quantitative (#) Qualitative (descriptions)
- 27. + Pay Attention to the Details Monitor and record the influence of external variables Keep pH, temperature, humidity, light, evap oration rate, etc… the SAME if this is not what you are testing.
- 28. + Observations vs. Inferences Measurements. A possible explanation for an A record of what is observation seen, heard, smelle d, felt, or tasted. Your perception of what is happening. Facts that can not be argued or Can change with changed. additional data
- 29. + Recording Observations & Inferences
- 30. + Google Docs: Data Collection
- 31. Tips for Determining the Meaning of Data +
- 32. + Lab Notebook = Raw Data Your job: Change raw data to be meaningful Create tables and graphs of raw data, descriptive, and inferential statistical tests Look for trends, patterns, interesting results Correlate these to any outside influences
- 33. + Descriptive vs. Inferential Stats Calculations that Calculations that describe the data determine whether differences between groups Highlight the most are due to chance or to the typical values in a set treatment of data Determines if results are Examples: statistically significant Central tendency; Examples: mean, median, mode t-tests Range ANOVA Standard deviation Chi-Square Variance Correlation
- 34. + What do the Data Mean? 3 ?’s 1. What is true about my data? What new questions come from the data?
- 35. + What do the Data Mean? 3 ?’s 2. How do the data describe the relationship between the two variables? IV DV
- 36. + What do the Data Mean? 3 ?’s 2. How do the data describe the relationship between the two variables? IV DV Did the change Yes….why? (IV) I make, cause the effect I measured No….why? (DV)?
- 37. + What do the Data Mean? 3 ?’s 3. Do the data support the hypothesis? Proved Supported How strongly do the data support the results? If no connection….why?
- 38. + Contact Info Connect with Me! http://www.STEMmom.org drdjharland@gmail.com
Hinweis der Redaktion
- Thanks so much for having me, I’m honored to be with you tonight! I have facilitated high school biology students doing research as well and undergraduate students. My book, the STEM Student Research Handbook, is the result of trial and error of how to lead both high school and undergraduates through the research process, from beginning to end. This greatly helped me better understand the research process and
- Dr. Murray and I met not only because we both wrote editorials for the same journal (JESS—Journal of Experimental Secondary Science) but also because of his You Tube video promoting the Best Early Program. I know you have a blog assignment associated with my lecture, so I wanted to say a bit before I begin about this powerful tool. Even as an undergrad you should be connecting with the big-wigs of your areas of professional interest. If you read about something in Science magazine, and it lights a spark in you, look up the author. If he has a blog, have the feeds sent to your email. If she is on twitter, become a follower! Its not to early to connect with the big minds of your time! If they are sending out snippets of wisdom in other places besides peer-reviewed articles, READ them! So, I wanted to encourage you, to write a GREAT blog post about tonight’s seminar! I will be visiting and reading your posts! I also wanted to encourage you to make your blog posts
- I would be honored if you would leave a comment on my blog, like me on facebookpage,Google +, or become a follower on twitter. When you leave a comment, let me know that you attended this workshop, and share what helped you the most.
- I thought you’d like a little background on me, and how I came about to write this book. I have 12 years experience teaching in middle and high school and have taught a variety of both science and English classes. My Mom is a physician, and my Dad is a librarian, go figure! I started implementing student research because of a job I took where the previous teacher had her students do research. I had never considered it before, but decided to dive in, and continue the tradition. This book is a complication of what I have learned over the years, and in talking with other teachers about their successes and failures. I am an educator at heart and my research perspective is “warped” if you will a bit from my life experiences. I’m was a biology education major as an undergrad, and only conducted one science research project from beginning to end as an undergrad. However, after becoming a teacher, I spent one summer doing neurobiology research at ISU. I spent a summer observing rat brain surgeries, as we were implanting electrodes to monitor dopamine levels of rats after various situations. (I saw that one of your speakers last fall talked about the Fast Scan Cyclic Voltammetry use in mice! I saw that in action…very cool) The STEM Student Research Handbook is written directly to the student.Although there is no teacher edition of this text, everything you need to facilitate research with students is found in this book. I have included what I call “teacher cues” throughout the text. These are phrases like, “Your teacher will either ask you to do this, or that.” That way you can take this as your cue to have this discussion with your students. After each chapter there are questions that align with the chapter objectives. You could use these as homework questions or as discussion starters. The Chapter Applications help students take what they just read and apply it to their own research topic. It reminds them what they should be working on. Sample rubrics are included for a research paper, oral presentations, and posters.
- This is one version of the scientific method. As you know, the process of research can be categorized and titled a number of ways, however, these are the stages that I decided to use within the STEM handbook. This graphic is found on page 3 of my book.
- There are many ways to describe the spectrum of inquiry levels.According to this model, WHO poses the question, who plans the procedure, and who formulates the results determine the level of inquiry.
- If you’ve never watched TED videos in the areas of science you are missing out. These will inpsire you, and show you where curiosity can lead.
- If you’ve never watched TED videos in the areas of science you are missing out. These will inpsire you, and show you where curiosity can lead.
- Pages 6-8: While it may seem backwards to scientists, to a student who wants to experience research, sometimes knowing what tools are available can kickstart an idea.Ask around, find instruments and protocols that can be used to measure changes.
- Fig. 1.2 pg. 9Once you have a general topic, begin thinking about how you might design an experiment…and do more research
- Organize a basic Research Design in a table. (pg. 33) This will help you focus on what is important. It will also help you narrow your background research efforts.
- Once students have a basic topic idea, its time to really begin doing library research….consider taking students on a fieldtrip to a university library. Make friends with your librarian!!!!!!!!!!
- Pg. 41: List of sites that provide online bibliography organization tools. While it may be easier than ever to plagiarize, it is also easier than ever to keep track of what you read! You can still use the old fashioned index method of note-taking note taking
- Organize background research within these areasEnitity: Compound, molecule, reaction, etc… you are studying
- Throughout the handbook, I address issues that apply to groups, highlighted by the group graphic shown here. There are many technology (Web 2.0 tools) that can help coordinate group work. Several times throughout the research process; in order to meet the next big deadline, have them break the large task into smaller tasks, and assign each group member a task. After they agree on tasks, they turn this in for your approval…and we call this our contract. Make it a big deal…an important official, grade. But remain flexible, and allow students to make changes to task assignments if they have good reason to request these modifications.
- Google Docs is a place where students can keep documents up in the “cloud.”For those of you not familiar with this service, it is a place where files (not just Word documents) can be saved online, and then “shared” with others. For example a student working on a research project can post their proposal, and then add you, the teacher, as an editor. This allows you to view the document at any time and insert comments, highlight using colors and “mark up” the document like you would if you were grading a paper copy. This is especially great for groups because you can see which students are doing a lot of the work, you can see which students add what content etc.. It is invaluable to see how a group is functioning.I found that during the proposal process, having students post to Google Docs was very helpful.
- Ok, this is an example of how I use Google docs for grading. Sometimes I insert my comments right in the student work, in red text, or if my comments are more general, I insert a comment. Students can then delete them after they see them (however they can always be seen again by going to revision history.)
- By going to “File” then “View Revision History” you can see the time, date, and actual changes made by each editor. This is particularly good for group work.
- Let your OCD side out to be HAPPY!
- An ex
- While a composition notebook is great for working alone, if your instructor doesn’t mind, you can also use Google Drive to share a spread sheet while working with other lab partners.
- Using tables and graphs: Answer Question #1.Why did certain groups perform better than others?Which groups had the most drastic changes? Are there trends in the data, what might these mean?What outside influences may have impacted the results?Are there outlier data, what could this mean?How might the procedure have influenced the results?
- Wouldn’t it be great if the results of an experiement were always clear? Yes, data support my hypothesis, there is a connection! If the data support your hypothesis, but you believe it is not because of the IV, you need to explore the reasons for this. If the data do connect your two variables, but you believe this might be because of a research design issue, you will need to explore this. How you answer this question will be important in your discussion. You will either confirm or deny a relationship between the two variables.
- Wouldn’t it be great if the results of an experiment were always clear? Yes, data support my hypothesis, there is a connection! If the data support your hypothesis, but you believe it is not because of the IV, you need to explore the reasons for this. If the data do connect your two variables, but you believe this might be because of a research design issue, you will need to explore this. How you answer this question will be important in your discussion. You will either confirm or deny a relationship between the two variables.
- I have a blog post dedicated to today’s presentation, and will also publish this powerpoint to slideshare so you can have a closer look. I would GREATLY appreciate any comments and feedback you have for me on my blog or facebook page. Free Give Away…I will send a signed copy of my book to one of you who make a substantial contribution to a discussion going on on my blog, or my facebook page. To be eligible, please ID yourself in your post as a student of Dr. Murray. And be sure to leave a way for me to contact you if you are the winner!