• Save
Resourcd File
Upcoming SlideShare
Loading in...5

Resourcd File






Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds


Upload Details

Uploaded via as Microsoft Word

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Resourcd File Resourcd File Document Transcript

    • 1) Teaching Research Methods through Jigsaws (Courtesy of Jacqui Hastewell) Appointone persontothe role of teacher. Theirrole isto guide the discussionandencourage studentstodiscussthe strengthsandweaknessesetc.of eachmethod. Observations You need one volunteer. They are going to try and complete the jigsaw in front of you. The rest of the group are going to observe so they can describe how the participant completed the puzzle – what strategies did they seemto use? Self-report You need a different volunteer. Questionnaire: - Closed question - On a scale of 1-10 how difficult did you find the jigsaw? Interview: - Open question – Explain to me what strategies you employed to complete the jigsaw? Experiment Yet another volunteer. Repeated measures design experiment the IV is ‘thinking aloud’ and the DV is time take to complete the jigsaw. In the control condition the volunteer completes the jigsaw in silence, in the experimental condition they are instructed to verbalise all thoughts. Times are compared for each condition. Case Study We won’t do this one (in the interests of time), but we could study one puzzler to see how their strategies change and develop over time, or a child to see how their jigsaw skills develop Extension Activity What other activities could you use the jigsaw puzzle for?
    • 2) Validity and Reliability Lego Houses(Courtesyof JennyBaines) 1) Builda house outof Legoinpairs andtake a photographonyour phones. 2) Write detailedinstructionsof how tobuildyour house andthenbreakyour house down. 3) Swapinstructionswithanotherpairandtry and buildtheirhouse fromtheirinstructions. 4) Whencomplete compare withtheirphotograph. 5) How reliable were theirstandardisedinstructions? Do some elementsneedre-writinginordertoimprove theirreliability? 6) How validis yourlegohouse? Isit an actual house? Doesit fulfil the requirementsof a house? What makesa house? Are there cultural variationsinthe conceptof a house? Measuringthings! 1) In pairsmeasure eachother’sheadwiththe tape measure provided. 2) I didn’tgive youprecise instructionsandtherefore yourresultsare not reliable. Inorderto measure heads reliablywe all needtouse the same scale,souse the centimetre side of the tape.We all needtobe measuringinthe same way.So measure justabove the ears, ensuringthe tape isthe same heightall the wayaround.These are standardisedinstructions 3) Thissecondmeasurementshouldbe muchmore reliable andconsistent(if we measuredin the same way againwe shouldgetthe same measurement) 4) NowI wouldlike all of youtoarrange yourself indescendingorderfrombiggest tosmallest head. 5) Can I say that the personwiththe biggestheadmustbe the mostintelligent? 6) No,that wouldnotbe a validconclusion.Itisnot validbecause I didn’tmeasure intelligence. The only valid conclusionisone person’sheadisbigger/smallerthananother’s.
    • 3) Descriptive Statistics How many sweets inyour bag? Recordthe contentsof yourbag of sweetsinthe table below: - Eggs Hearts Rings Cola bottles Bears Total Do youhave a bigenoughsample todraw any conclusionsaboutthe average contentof a bag of these sweets? Combine the resultsforyourwhole groupinthe table below andworkoutthe mean numberof sweetsperbagand the meannumberof eachtype of sweetperbag. Eggs Hearts Rings Cola bottles Bears Total Mean= Mean= Mean= Mean= Mean= Mean= Do younow have a bigenoughsample todraw conclusionsfromordoyou need more results? Withsamplingrememberthe Goldilocksprinciple‘Nottoobig,nottoo small,butjustright!’ Calculate the %of eachtype of sweetperbag. Sketcha pie chart to showthe average distributionof typesof sweetsineachbag. ExtensionActivity: - Calculate the standarddeviation.
    • 4) Using Stimulus Material
    • Using Stimulus Material The groups needtochoose one of the imagesbelow anddiscussit.Some possiblequestions below,butthe aimisfor thisto be a completelystudentledactivity,the teachershouldjust guide. Use the teacherthinkingguide andpromptsastartingpoint: - How doesitrelate topsychology? How can psychologyexplainthis? Issues/debates? Can we designaresearchprojectusingthisstimulus? Anythingcanbe a stimulusmateriale.g.picture, newspaperarticle,filmclip,songetc.
    • 5) Guided Discussion In groupsstudentsare setthe task to readand digestsome information,itcouldbe astudy or a researchmethod. Asyouare all experiencedteachersI’monlygivingyouasmall piece of stimulusmaterialtocomplete the task(youcouldgive studentsjustthisbasicinformation and thenaskthemto findthe detail outfor themselvesorthe complete journal article). Everystudentinthe group isgivena card withtheirtaskon. If youhave fewerstudentsyou couldleave outthe facilitatorcardand take that role yourself orgive studentsmore than one card. Aim:- To studythe effectof leadingquestionsonEWT Procedure:- Lab Exp,Ps shownslide show of car crash. Verbinquestion changed.Inthe firstexperimentthere were 5conditions(Smashed,Collided, Bumped,Hit,Contacted) andinthe 2nd experiment3conditions(Smashed,Hit, No questionaboutspeed). Inthe 2nd experimenttheywere invitedbacka week laterand asked‘Didyousee anybrokenglass?’ Sample:- 1st Experiment45 students,2ndexp150 Results:-1st Experiment:-Smashed40.8,Collided39.3,Bumped38.1,Hit 34.0, Contacted31.8mph 2nd Experiment:- 32% whoheardthe wordsmashedanswersyestobroken glass,comparedto 14% yesfor the word hit. Conclusions:- LeadingquestionsdoaffectEWT.Thishas implicationsfor criminal justice.
    • 5) Guided Discussion