UNIT 3: Research & Methodology

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1 One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. UNIT 3: Research & Methodology Elaborated Unit Focus In this unit, students will explore and demonstrate their understanding why psychology is a science and how they do their research by creating their own unique psychological research proposal. They will also be exploring the different fields of psychology. Through Beliefs and Ideas students will distinguish between good and bad experiments, compose their own surveys, participate in natural observations, review case studies and develop and understanding for the statistical language of psychology. Through Individuals, Groups, Institutions students will explore the vast growing fields of psychology and discover the ethical issues the crisscross each and ever one of the career choices. Standards/Elements SSPFR1: The student will explain selected historical and contemporary perspectives and practices of psychology c. List and describe the major occupations and subfields of psychology SSPFR2: The student will explain the research methods and the types of statistics used in the filed of psychology a. Explain how psychologist conduct research to describe, explain, predict, and control behavior. b. Describe the types of research methods used by psychologists; include experiment, survey, case study, and observation. c. Identify the basic elements of an experiment; include independent and dependent variables, types of experimental control (blind/double-blind procedures, placebo controls). d. Explain the differences between a correlation and an experiment. e. Classify the types and uses of statistics in psychological research; include descriptive statistics and inferential statistics. f. Interpret graphic data representation. g. Explain ethical issues in psychological research. Enduring Understandings/Essential Questions The student will understand that the actions of individuals, groups and/or institutions affect society through intended and unintended consequences. How has psychological research affected our lives? How do psychologists conduct that research? What are the purposes of psychological research? PSYCHOLOGY UNIT 3 July 28,2009 Page 1 of 14 Copyright 2007 All Rights Reserved

2 The student will understand that the beliefs and ideals of a society influence the social, political and economic decisions of that society. How does a society affect the way psychologists conduct their research? Describe the different ways that psychologists conduct their research. What are the important ethical issues involved in psychological research? Balanced Assessment Plan Note: The Balanced Assessment Plan included in this unit is presented as a series of suggested activities. It is not that the expected that teacher would completes all of these activities for a successful unit. These activities provide for a formative assessment of student understanding for specific standards/elements. In line with the idea of Understanding by Design, the Balanced Assessment Plan represents what students are to be able to do. The instruction to prepare students for the task is to be determined by the teacher. Description of Assessment Experimental Design: The Bad: You will need a meter-stick or a yard-stick. 1. Propose a hypothesis: Males react faster than females or the opposite if you wish. 2. Define reaction time: the time interval between stimulus presentation and a subject s reaction. 3. Select a student of the sex hypothesized to be slower. Ask the student to come to the front of the room and stand with their hand about even with the bottom of the meter-stick; with their thumb and fore-finger about two inches apart. Then, without explanation or warning, drop the stick between the subject s fingers. If the subject catches it (they almost always do) record the reading as their reaction time. This reaction time will be measured in centimeters. There will be NO second trial for this person. 4. Get a volunteer of the opposite sex. Have this person come to the front of the room, sit down, relax, and tell you their preferred hand. Define the task: to stop the stick as soon as possible when it is dropped. Hold the stick so that the bottom is well above the student s thumb and forefinger (instead of even as in the previous trial). Give this subject two practice trials and a verbal ready signal. Then conduct two test trials and record only the fastest trial. Announce that your hypothesis has obviously been confirmed. 5. Most all of the students will howl about how unfair the experiment was which will lead you to introduce the experimental method (i.e. dependent and independent variables). Standard/ Element SSPFR2a SSPFR2c Type of Assessment Structured Response, Dialogue, and Discussion July 28, 2009 Page 2 of 14

3 Experimental Design: The Good: You will need: a list of 15 unrelated, single-syllable nouns a clock or watch with a second hand regular M & M s 1. Discuss what a hypothesis is and come up with an example for this experiment: Chocolate-covered M & M s improve recall scores from a list of unrelated nouns. 2. Now bring control group, experimental group, population, and random assignment into the discussion by forming them and explaining why. You can split the class by male/female or age if you have different ages or just number off and split them up by odds and evens. 3. Allow the experimental group to eat the M & M s. After the experimental group have had time to eat the pre-determined number of peanut M & M s give both groups 1 (one) minute to study the 15 unrelated, single-syllable nouns. When time has expired have all students count backwards from 100 by 4 s. At this point then have each group write down as many of the original words that they can remember. Then simply count and compare. Collect the data from both groups and see if eating the M & M s made a difference in memory. Part II: DISCUSSION The emphasis of the discussion should be on the role of the two groups in reaching a decision regarding the hypothesis. Explain that the experimental group and the control group were selected from the same population were both selected from the same population and then randomly assigned to the two conditions. Identify the M & M s as the independent variable as it is the thing that changed between the groups and the number of words remembered as the dependent variable because it was the thing that was measured. SSPFR2a SSPFR2b SSPFR2c SSPFR2b Structured Response, Dialogue, and Discussion Structured Response, Dialogue, and Discussion Experimental Design: Introduce the story of Clever Hans. _hans.php Clever Hans is the wondrous horse that amazed the world at the beginning of the 20 th century with his seeming ability to calculate. It was a German psychologist, Oskar Pfungst who devised a test that revealed how Hans managed to be so clever. However, don t tell your students what Pfungst did. First put your July 28, 2009 Page 3 of 14

4 students in Pfungst shoes by having them design their own test of Hans. Ask them to discuss the problem, in groups of two or three, before you have them share their ideas. You should find that the concepts of hypothesis, operations definition, independent and dependent variable will easily emerge from the discussion. As a concluding activity have students compare their test of Hans with Pfungst s test. Discuss the results and how Pfungst s test of Hans worked. Natural Observation: Part I Understanding A Natural Observation: Explain to your students that you are going for an observational walk. Have a pre-planned route that takes you out of the building and around the grounds that will not be too disruptive to other classes. They can be told that following the walk you will be asking them some questions about their observations. As your walk around campus begins follow a short distance behind; close enough to be able to observe the class and its environment but sufficiently removed to be able to speak quietly into a portable tape recorder without being heard by the class. As the walk proceeds record as many questions as possible on the tape, spontaneously drawn from your own observations of events and objects. Each question you record should be followed immediately by the answer. Questions should be completely factual and objectively confirmable. Good Examples: How many planes flew overhead as we reached the football field? What activity was the first group of people we encountered involved in? Where was our class when the nearby truck backfired? What color was the car that passed the class at the entrance of the parking lot? Avoid Questions with answers that are a mater of opinion: Was it a nice day? Did it seem warm? Upon returning to the classroom ask for the students for their general observations. Next play back your recording and see how SSPFR2b Structured Response, Dialogue, and Discussion July 28, 2009 Page 4 of 14

5 well the students can answer your recorded questions. Comparing the accuracy of the teacher s answers with that of the students answers should provide compelling demonstration of the value of specifying the information to be sought before it is collected. Other important points: The reliability of human observations. The truth of courtroom testimony. The benefits of structuring the collection of observations (perhaps by specifying beforehand what information is to be sought). The value and necessity of independent replication and confirmation of answers. Natural Observation: Part II THE OBSERVATION: Make arrangements to go and observe some group of people. You might want to: (use your imaginationyour group size and your location will determine where you can go) Spend time at an elementary school playground Retirement home activity room Anywhere in a middle school (always interesting!) A daycare center A mall An example would be to observe a freshman in P.E. class. It would be best to go and observe the class without the students knowing we are there however, as that is not possible, observe as unobtrusively as possible. One approach would be to go and sit in the stands at the football field and watch the class. During the observation discuss how the freshman try to stand out with their dress in P.E.; how the students are grouped; who seems to be all alone; interactions between groups; interaction with the teacher (and out of the teacher s sight); and anything else they may observe. When you and your class return from the observation we have a debriefing (another term that needs introduction) about what the students have observed. You should notice that your students will be much more specific/detailed in their reported observations, which is what you want. Discuss the pros and cons of an observation along with its purpose. Have students then conduct an observation on their own. They should write-up the observation for class discussion. July 28, 2009 Page 5 of 14 SSPFR2b Structured Response, Dialogue, and Discussion

6 Survey: Students will first study a variety of surveys that they bring in from a variety of media sources. Once the students understand the components of a good survey they will design a survey of their own. The class will then choose one or two of the surveys to administer. Once the surveys have been collected and tallied they should be displayed in appropriate graph form. Case Study: After discussing what a case study is, students are assigned to research a famous psychology case and present it back to the class. Their presentation should include (but not limited to) minimum information about the life of each person but more importantly what their possible mental illness could be based on examples of their behavior (may be purely speculative at this point). Examples include (but not limited to): Phineas Gage Freud and Little Hans John Money and the John/Joan Genie Kitty Genovese Hitler Abe Lincoln Correlation DOES NOT Mean Causation: Using textbook, internet and any other sources that are deemed appropriate the student will create a mini Pictionary-Dictionary of correlation terms which should include (but not limited to): Negative correlation Positive correlation Not causation Correlation coefficient Negative one to positive one PsycCareers: Using their textbooks, the internet ( other any other resource deemed appropriate students will prepare a multimedia presentation about a potential career in psychology. SSPFR2b SSPFR2b SSPFR2f SSPFR2b SSPFR2d SSPFR2f Structured Response, Dialogue, and Discussion Discussion, Survey Rubric, Graph Rubric Dialogue, and Discussion and Rubric Discussion, Dialogue and Brochure Rubric July 28, 2009 Page 6 of 14

7 What Is Ethical? Take a look at the guidelines set forth by the American Psychological Association (APA): e/students/evaluating.html After looking at the guidelines and some discussion on them go to the site: 3/Milgram.htm and study Stanley Milgram s famous study on obedience. Once you have thoroughly examined his experiment, divide the class into two groups of two (a total of four groups). The first group of two will debate whether or not the experiment was ethical at the time of the experiment. The second group of two small groups will debate if the experiment would be ethical today. Finally, as a whole class, decide how to make the experiment ethical today. This is also a good time to review the parts of an experiment (independent variable, dependent variable, etc.) At this point you need to go back and discuss one of the original beliefs and ideas on how society affects the way psychologists conduct their research SSPRF1c Discussion, Dialogue and Presentation Rubric Sample Performance Task Enduring Understanding/Essential Question: The student will understand that the beliefs and ideals of a society influence the social, political and economic decisions of that society. How does a society affect the way psychologists conduct their research? Describe the different ways that psychologists conduct their research. What are the important ethical issues involved in psychological research? For this assignment you will be creating a presentation outlining a unique research proposal. You will NOT carry out the research. However, you will go through the initial planning of designing an experiment to test a PSYCHOLOGICAL phenomenon. You cannot create a proposal that is related to the testing of a drug without the prior approval of your instructor. (Teachers: you may want to exclude proposals of drug related experiments all together). Here are some examples of some creative research proposals: Does playing video games improve memory? Does writing in journals reduce stress? Does smiling make you feel better? Your presentation is up to you. Some type of visual aid is required. You have all the technology I have at your disposal. July 28, 2009 Page 7 of 14

8 The following questions should be addressed in your presentation: Why is this research important to society today? Is your research ethical? What is the problem? What is your hypothesis? What are the independent and dependent variables? Explain the operational definition for your independent and dependent variables? Who is your population? How many people will be in your sample? Describe the method used to place participants into experiment and control groups. Be sure to identify what group receives the independent variable. Identify at least one statistic you would expect to use to study your results. July 28, 2009 Page 8 of 14

9 Criteria 1 Correctly identifies a psychological problem Accurately states the hypothesis Correctly identify the independent and dependent variables. (Below Standard) Identifies a problem that is not a psychological problem Incorrectly states the hypothesis for the experiment they have described. Incorrectly identifies both the independent and dependent variable. Rubric for Performance Task 2 (Needs Improvement) Correctly identifies a psychological problem but is not unique. Correctly hypothesizes some aspects of their experiments. Correctly identifies one of the variables but incorrectly identifies the other. 3 (Meets Standard) Correctly identifies psychological problem and is unique. Correctly states hypothesis for their experiment. Correctly identifies both of the variables. 4 (Exceeds Standard) in 3 shows insight into the need for a solution to this psychological problem in 3: indicates that the null hypothesis has already been tested and this new hypothesis is based on those results in 3 (meets standard): explains the need for independent and dependent variables in the experimental method Operationally defines both the independent and dependent variables Determines appropriate population for study and provides rationale for why this is the appropriate population. Describe how Random Assignment is used to place participants into experiment and control groups. Be sure to identify what group receives the independent variable Operational definition of all variables is incorrect. Identifies incorrect population for study. Simply describe putting them into different groups by using random assignment. Does not explain why sample size is important. Operational definition of one variable is correct. Identifies appropriate population for study, but does not rationale for why this is the appropriate population Describes random assignment to put into different groups and provides partial explanation of importance of sample size. Operational definition of both of the variables is correct. Identifies appropriate population for study and explains why this population is appropriate. Describes random assignment to put into control group and experimental group and explains why sample size and random sample is important. in 3 formulates how the variables are linked to the bigger picture of the problem. in 3 provides explanation of how appropriate populations are important to a study. in 3: Is your research ethical? Shows minimum evidence of attaining APA approval for research Controversial research which would have difficulty attaining research Would easily attain APA approval for ethical research in 3 (meets standard): explains how society s beliefs and values impact the design of the study Identify at least one statistic you would expect to use to study your results (ex: mean, median, mode, range, correlation...) Mentions statistics but has nothing specific to their particular research Attempts to identify a statistic they would use, buy incorrectly selects a statistic that would work for their research Correctly identifies at least one statistic that they would use to study their results in 3 (meets standard): describe other statistics from other/similar research studies and/or propose other statistics they could use July 28, 2009 Page 9 of 14

10 One Stop Shop For Educators How To Write a Good Survey Resources for Unit Designing Surveys That Count Social Psychology Case Studies Psychology: Case Studies Student Case Studies Correlation Correlation II Correlation: Merriam/Webster Dictionary Psychological Experiments PSYCHOLOGY UNIT 3 July 28,2009 Page 10 of 14 Copyright 2007 All Rights Reserved

11 One Stop Shop For Educators Other Rubrics Needed During the Unit: Survey Rubric (to be used to critique survey question before survey is administered) Directions: Using your pre-approved topic, you are to construct a survey. The survey will be assessed using the rubric below. Please submit your survey in the form it will be implemented (i.e., pencil-and-paper, web-based, etc.). See me with questions. Rating Category Purpose: Must be related to one of the Essential Questions Purpose is stated clearly, is directly related to one of the Essential questions Purpose is stated, connection to Essential questions is not clear Purpose is stated vaguely. Purpose is not stated. Clarity of questions All Questions are clear and a person would not have to ask for clarification. Questions are v clear and a person might have to ask for clarification. Questions are somewhat clear and a person would have to ask for clarification. Questions are confusing and ambiguous. Choice of responses All questions have the same type of choice: true-false multiple choice range scale (agree with to disagree with) All questions have some type of choice but choices are inconsistent (some true/false and some multiple choice, and yet others offer a range scale) Some questions have choices some do not No choices are given Content All essential questions are properly addressed. Most of the essential questions are properly addressed. Some of the essential questions are properly addressed. One or fewer essential questions are addressed. Spelling/ Grammar All words are spelled correctly. Grammar, punctuation, spacing and word usage are appropriate. Most words are spelled correctly. Grammar, punctuation, spacing and word usage are mostly appropriate. Most words are spelled correctly. Grammar, punctuation, spacing and word usage have some errors. Numerous spelling errors. Grammar, punctuation, spacing and word usage have a number of errors. Utility Easy follow, assesses the potential meaning of the information gathered Easy to follow, formulates possible hypothesis as to its meaning Information arranged correctly but no discussion of information s possible meaning. Difficult to follow and is jumbled. PSYCHOLOGY UNIT 3 July 28,2009 Page 11 of 14 Copyright 2007 All Rights Reserved

12 Graph Rubric (to be used for graph created after the survey is taken) CATEGORY Title Units Type of Graph Chosen Representation of Data Process of Data Collection Spelling, mechanics, punctuation, capitalization Title clarifies the topic. It is printed at the top of the graph. All units are described (in a key or with labels) and are appropriately sized for the data set. Graph fits the data well and makes it easy to interpret. Exceptionally well designed, neat, and attractive. Colors that go well together are used to make the graph more readable. Data was collected. Graph was created to support the data. Explanation of how data was collected included (must be relevant to survey topic) No spelling, mechanics, punctuation, or capitalization errors Title clearly relates to the topic being graphed and is printed at the top of the graph. Most units are described (in a key or with labels) and are appropriately sized for the data set. Graph is adequate and does not distort the data, but interpretation of the data is somewhat difficult. Neat and relatively attractive. Colors are distinguishable. Data reflects the topic of the survey A title is present at the top of the graph. All units are described (in a key or with labels) but are not appropriately sized for the data set. Graph distorts the data somewhat and interpretation of the data is somewhat difficult. Data represents the topic researched but is difficult to understand Data was collected. Graph Data collected was supports data. Data directly inaccurate or incomplete. reflects the results of the Does not demonstrate survey knowledge of survey topic A title is not present. Units are neither described NOR appropriately sized for the data set. Graph seriously distorts the data making interpretation almost impossible. Does not relate to the topic of the survey Inaccurate data was collected. Spreadsheet and graph are inaccurate. 1-3 errors 4-6 errors More than 6 errors Explanation of Survey Results Critiques survey for the Examines the information process of collecting data; in the graph, speculates on assesses the meaning of the the information s meaning, date describes the pro s and proposed a hypothesis for con s of this survey s results further study Describes what the information on the graph may indicate Restates information already evident on the graph July 28, 2009 Page 12 of 14

13 Brochure Rubric (to be used with Correlation Activity) Beginning Developing Accomplished Exemplary Required elements 1 Includes few required elements 2 Some of the required elements included but directions not followed 3 Includes more than 80% of the required elements and all directions were followed 4 Includes all of the required elements and all of the instructions were followed correctly Content Neatness and format Shows little understanding of the terms assigned Product is messy and doesn't follow brochure format Some of the content is appropriately defined Product is neatly done but doesn't follow brochure format All the content is appropriately defined Product is neatly done and follows the brochure format All of the content appropriately defined content is applied correctly in examples Product is neatly done, follows the brochure format, attached extra material not required (pictures...) July 28, 2009 Page 13 of 14

14 Presentation Rubric (to be used with Psych Careers Activity) Criteria Nonverbal Skills Eye Contact Gestures Posture Vocal Skills Enthusiasm Vocalized Pauses (uh, well uh, um) Content Topic Announced Time frame Visual Aid Does not attempt to look at audience at all, reads notes the entire time No gestures are notices Sits during presentation or slumps Shows absolutely no interest in topic presented Only focuses attention to one particular part of the class, does not scan audience 1-3 gestures used; looks unnatural Standing but occasionally slumps during presentation Shows some negativity toward topic presented Occasionally looks at someone or some groups during presentation Natural hand gestures are demonstrated Standing straight but noticeable rocking or weight shifting Occasionally shows positive feelings about topic 10 or more are noticed 6-9 are noticed 1-5 are noticed Audience has no idea what the report is on Time is 50% over or under allotted time Poor, distracts audience and is hard to read Content expressed by the reading of the title of the project only Presentation is somewhat less than minimum time Adds nothing to presentation or reads the visual aide to audience (as in a PowerPoint presentation) Vaguely tells audience what report is over Presentation is somewhat more than maximum time Thoughts articulated clearly, but not engaging Constantly looks at someone or some groups at all times Gestures used to emphasize specific points Stands up straight with both feet on the ground. Demonstrates a strong positive feeling about topic during entire presentation No vocalized pauses noticed Clearly explains what the report is covering Presentation falls within required time frame Visual aid enhances presentation, all thoughts articulated and keeps interest Completeness of Content Shows no understanding of enduring understanding Identifies all the required elements Demonstrates understanding the elements of the experiment Supports the purpose of all the required elements in the experiment Professionalism of Presentation Mumbles, audience has difficulty hearing, confusing Thoughts don't flow, not clear, does not engage audience Thoughts articulated clearly, though does not engage audience Presentation is organized and the interest level of the audience is maintained July 28, 2009 Page 14 of 14

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