C&I 8710: Synthesis Paper & Presentation

Rationale:

Course readings and discussions are aimed mainly at understanding and analysis; you will benefit further from the course if you also engage in application and synthesis level thinking. This can be accomplished by writing a major paper and presenting it to the class. In choosing a topic, you might start by browsing through some of the Selected References for the course. Before you begin to write, but after you have some plans, arrange for a conference with me. We will spend some time clarifying your ideas and I may be able to provide you with some initial references.

Guidelines:

Papers should be formatted with 1" margins, double-line spacing, and 12-point font such as Times New Roman. Length will be between 10-15 pages (estimated) depending on how concisely you write. APA format (see below) should be used for all references and citations.

Presentations should engage the class in considering the ideas you explore in your paper, but should not consist of sharing your entire paper with the class. You will be alotted 20 minutes for your presentation (much like a paper presentation at NARST), which should include time for questions and answers.

Possible Topics :

Here are some paper ideas; they are merely catalysts for thinking about your own paper, which should focus on the implications of the nature of science for science teaching at your particular level of interest (i.e., elementary, secondary, university).

  • Critically analyze a current science education policy document (e.g., National Science Education Standards, The Missouri Science Frameworks) or a science textbook/curriculum material at a particular grade level to determine what is has to say about the nature of science.
  • Ask a question about science teaching and learning from the perspective of the nature of science and then see what the research says. For example: Does teaching the history of science help students understand the nature of science? Does a teachers’ nature of science beliefs affect how she teaches science? What are commonly held teacher (or student) beliefs about the nature of science? In what ways does culture/gender influence science? Write a review of the literature and derive your own set of recommendations grounded in the literature.
  • Pick a particular scientific idea and analyze its historical development from a Kuhnian (or some other) perspective. Discuss implications for science instruction.
  • Pick a particular scientific concept, analyze its historical development, comparing that to the literature on children's ideas about this topic. Then create a lesson or unit that would be philosophically and pedagogically appropriate.
  • Describe different approaches to teaching the philosophy of science, and analyze the literature for evidence of their effectiveness. Use these ideas to create a series of lessons to teach explicitly some nature of science topic.

APA Format:

All assignments should be written in accordance with APA style. A full explanation of APA style can be found in:

American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.

Some APA highlights that you should particularly pay close attention to:

  • Levels of headings
  • Running head and page numbers
  • Quotation citations
  • Reference citations in text
  • Reference list requirements

Also, APA style suggests that writing in third person may at times be ambiguous. Like APA, I prefer that you write your papers in first person when appropriate. APA style also suggests using an active voice in writing rather than a passive voice. Again, I concur and prefer that you write your papers in active voice. In other words, avoid constructions where the subject is not present (the test was administered), and replace with an active subject (the professor administered the test). The give away for passive voice is the explicit or implicit “by” (e.g., in the example above, “by the professor” is implicit).

Evaluation Criteria:

Grade

Criteria

A (90-100)

“A” papers are excellent in content, organization, development, and style.  All assignment components are addressed in clear and concise language with few if any mistakes in diction, grammar, spelling or punctuation.  An “A” paper contains a statement of purpose or a sharply defined thesis statement that answers the question implicit in the assignment.  The paper's content provides evidence that supports all aspects of the thesis. The organization is logical and easily followed; paragraphs are developed with pertinent examples and/or citations.  Thinking is well organized, insightful, and easily understood. 

B (80-89)

“B” papers are very good in content, organization, development and style. All assignment components are addressed in clear and concise language with few if any mistakes in diction, grammar, spelling or punctuation.   A “B” paper contains a statement of purpose or a thesis statement that answers the question implicit in the assignment.  The paper's content provides some evidence that supports the thesis. The organization is logical and easily followed; paragraphs are developed with pertinent examples and/or citations. The student’s thinking is organized, but parts may be unclear and/or need further elaboration.

C (70-79)

“C” papers are adequate in content, organization, development and style. All assignment components are addressed, though some may be addressed only superficially.  There are some mistakes in diction, grammar, spelling or punctuation.  A “C” paper answers the question implicit in the assignment.  Evidence is provided that superficially supports the answers.  The organization is logical but difficult to follow, paragraphs may be disconnected (missing transitions).  Pertinent examples and/or citations are provided. Student thinking may be unclear.

D (60-69)

“D” papers are inadequate in content, organization, development and style. Some assignment components are not addressed.  There are several mistakes in diction, grammar, spelling or punctuation.  A “D” paper fails to answer the question implicit in the assignment.  Little evidence is provided that supports the answers.  The organization is illogical and difficult to follow--paragraphs are disconnected.  Pertinent examples and/or citations are missing.  Student thinking is unclear.

F (Below 60)

“F” papers are unacceptable in content, organization, development and style.  Many of the assignment components are not addressed.  There are multiple and frequent mistakes in diction, grammar, spelling or punctuation.  An “F” paper fails to answer the question implicit in the assignment.  Very little or no evidence is provided that supports the answers.  The organization is illogical and difficult to follow--paragraphs are disconnected.  Pertinent examples and/or citations are missing.  Student thinking is unclear.

 


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