ESCI 6990, University of Georgia Research Seminar in Science Education Fall Semester, 2009 Thursdays, 5:00-7:45 pm 215 Aderhold Hall

Dr. David F. Jackson 212 Aderhold Hall (706) 542-1763 djackson@uga.edu

Web site:  http://djackson.myweb.uga.edu/ESCI6990.html

Intended role in Science Education degree programs and relationship to other courses:
This course is an introductory overview of principles of educational research and program evaluation as applied to science education topics, intended for Master's and Specialist degree students. It fulfills the research course requirement for the M.A.T. or M.Ed. degrees. It is adequate (and strongly recommended) initial preparation for M.A. thesis work and for the final research project required of Ed.S. students, who are well advised to also take at least one more specialized (quantitative or qualitative methods, or educational measurement) ERSH or QUAL course as a followup. The same topics and skills surveyed in this course are treated much more fully in the sequence(s) of courses recommended for doctoral students, ERSH 6200, 6300, 8310, and 8320, and QUAL 8400, 8410, and 8420.

Texts:
There is no single textbook for the course. Text materials will be extensive and will consist of photocopied research articles and short excerpts from multiple textbooks, in accordance with Educational Fair Use guidelines. A large (at least 2 inch) three-ring binder for them is advisable.

Grading Scale: A = 90-100% B = 80 -89% C = 70-79% D = 60-69% F = <60%

Written, graded assignments, with brief descriptions: 1. Analysis of core issues for sample articles 2. Preliminary bibliography in area of interest 3. Analysis of quasi-experimental research design 4. Interpretation of statistical results 5. Qualitative data analysis 6. Critical literature review in area of interest 7. Classroom research plan in area of interest Final examination (Open-book, open-notes)

Weight 10% 5% 10% 15% 15% 10% 15% 20%

General grading rubric for assignments/exam questions:
100%: beyond the call of duty; strikingly impressive; excellent in every way
90%: both complete and showing evidence of original, active, critical thought
80%: all aspects of assignment basically completed
<80%: one or more aspects of assignment missing or of unacceptable quality

Assignment Procedure/Policy:
Assignments may be submitted via e-mail attachment rather than on paper if desired, particularly in order to get earlier feedback before the due date. Late assignments will be penalized 10% per week if handed in after the assignment has already been graded and returned to other students. An assignment may be redone as a whole (in a significantly different way or on a different specific topic), within a reasonable period of time, for a fully revised grade if desired ("Mastery Learning" policy).

Outline of Schedule

Date	Topics	Assignment Due
Aug 20	Nature, role, and types of research - scientific versus educational; Typical parts of a research report; Research ethics - protection of human subjects
Aug 27	Holistic evaluation and discussion of contrasting sample articles; Core concerns of research design - Internal and external validity; Identification and refinement of research questions, hypotheses, and foci; APA style	#1
Sep 3	Identification and operational definition of variables; Types of data and descriptive statistics; Basic concepts of measurement in education - validity and reliability of quantitative measures	#2
Sep 10	[Guest Instructor: Dr. Julie Kittleson] A case study of the substantive, methodological, personal, and political issues in the peer review and publication process in science education
Sep 17	Formal establishment of the validity and reliability of an instrument: the Test of Integrated Process Skills II; Examples of use of descriptive statistics in research reports; Classification of threats to internal validity; Principles and examples of quasi-experimental research design
Sep 24	Statistical hypothesis testing: general principles and bivariate methods	#3
Oct 1	Multivariate statistics; Interpreting statistical output; Analysis/critique of sample quantitative studies
Oct 8	Analysis/critique of sample quantitative studies (continued)
Oct 15	Basic principles of and issues in qualitative research; A first look at example raw qualitative data; Bias and subjectivity	#4
Oct 22	[Guest Instructors: Jay Manalo, Chuda Basnet, Trevor Stewart, students in QUAL 9400] Subjectivities in Qualitative Research: Case studies and principles
Oct 29	Qualitative data gathering: observation, participant observation, interviews Qualitative analysis, interpretation, and mode of expression (introduction)
Nov 5	Qualitative analysis, interpretation, and mode of expression (continued)
Nov 12	Analysis/critique of sample qualitative studies	#5
Nov 19	Evaluating and synthesizing research literature; Developing a research plan
	[No class meeting on Nov. 26 - Thanksgiving break
Dec 3	Discussion of classroom research plans; Course review	#6
Dec 10	Final Exam	#7

Standard disclaimers(!): "The course syllabus is a general plan for the course. Deviations announced to the class by the instructor may be necessary." "In accordance with the University Honor Code and Academic Honesty Policy, academic work must meet the standards contained in A Culture of Honesty (http://www.uga.edu/honesty/ahpd/procedures.html). Each student is responsible for informing her or himself about those standards before performing any academic work."