Context:
Writing a technical research paper helps a student organize and analyze facts, data and opinions about a topic or question under investigation. It also moves students from a short informative essay to a more comprehensive and objective final product.
Curriculum:
National Science Education Standards
http://www.nsta. org/publications/nses.aspx
SCIENCE AS INQUIRY STANDARDS - In the vision presented by the Standards, inquiry is a step beyond "science as a process," in which students learn skills, such as observation, inference, and experimentation. The new vision includes the "processes of science" and requires that students combine processes and scientific knowledge as they use scientific reasoning and critical thinking to develop their understanding of science. Engaging students in inquiry helps students develop: understanding of scientific concepts; an appreciation of "how we know" what we know in science; understanding of the nature of science; skills necessary to become independent inquirers about the natural world; and the dispositions to use the skills, abilities, and attitudes associated with science.
The Standards for the English Language Arts
Sponsored by NCTE and IRA
http://www.n cte.org/about/over/standards
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound- letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Attachments:
None
Other materials:
- Data collected from classroom activities completed using Data Analysis, Data Collection, Socratic Seminar, Debate and other strategies found on Field Trip Earth.
- Computer
- Graphic organizer(s)
- Graphing software
- Word processing software
Instructional sequence:
- Choose a topic: The teacher may assign the topic or the student may choose a topic based on readings, classroom discussions or personal interests. Make sure the topic or question is not too broad to investigate.
- Obtain Background Information: It helps to state the topic under study as a question to determine literature key words for searching catalogs, indexes, and databases. Before students begin their search, have them identify significant concepts, key variables, terms, and key words.
- Give the students guidance requirements such as: 1) length of paper (e.g., 5 page paper, 5 minute oral presentation) 2) minimum number of references and citation guidelines 3) types of publication/references 4) opinions versus facts and evidence.
- Sources of background information: World-Wide Web, books, encyclopedias, periodicals, journals
- Citing sources: Recommend American Psychological Association (APA) guidelines, Chicago Manual of Style, MLA Handbook for Writers of Research Papers (MLA). This is an excellent time to teach students the importance of giving credit to work or research that has been completed by another person.
- Components of the Paper: Title Page should summarize the main idea of the paper and identify variables or theoretical issues. Abstract should be a brief summary of the contents of the paper and should be self-contained, specific, concise and coherent. Introduction presents the problem or issue and the strategies used to investigate the problem. This section should also state the hypothesis and the limitations of the paper. Background information (also discussed above) should be thorough, representing studies and points of view relevant to the question under investigation. Be sure to describe methods and variables in each relevant study. Method: If this paper is an science investigation, then the student should describe the method chosen to obtain data, identifying both independent and dependent variables. Data: Present data in tables and graphs. Results: Discuss analytical findings referring to tables and graphs, indicating method of analysis. Conclusions: Summarize the study and indicate future, additional studies that might be done. Also reflect on the purpose of this study and the significance of the findings.
Extensions:
Students may not be able to complete an entire research paper as an single instructional event. Therefore, it is recommended to have students complete parts of it and then assess each component. Students can use the skills of writing a research paper in several academic settings. Extensions can include:
Assessment:
- Teacher or student developed rubric for assessment
- Peer review
- Assessment of an oral presentation of the paper, using a rubric
Literacy advancement:
- Reading required for research and development of arguments
- Exposure to vocabulary
- considering content validity
- Writing bibiographies/references
- Organization of written and spoken thought
- Prediction skills
Author: Copolo, Cindy
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