Course Profile Issues in Human Growth and Development (HHG4M), Grade 12, University/College Preparation, Catholic

Unit 1: Research, Theories, and Human Development

Time: 29 hours

Activity 1.1 | Activity 1.2 | Activity 1.3 | Activity 1.4 | Activity 1.5

Unit Description

This unit examines human growth and development throughout the life cycle focusing on the classic developmental theories of Freud, Piaget, Erikson, and Kohlberg. These theories provide an historical foundation to begin an investigation of human growth and development. An evaluation of their relevance to contemporary society can then be made. An examination of the various types of social science research methods and ethical considerations is presented. A determination of the usefulness and ethics of studies, such as those of Watson, Ainsworth, and Bandura can be made through a comparison of contemporary ethical guidelines and research methods. Students learn how to collect, evaluate, organize, and source data on issues related to human growth and development. A wide variety of methods including information technologies, interviews, questionnaires, historical records, etc. are assessed and their usefulness in contemporary research identified. Appropriate methods of citation, and presentation of research such as the American Psychological Association (APA) format are presented (through an examination of current research articles). The unit culminates with students demonstrating their abilities to collect, analyse, interpret, and present their research of developmental milestones of human growth and development of a particular age group. The presentation may take the form of a short essay, a class presentation, or a webpage.

Unit Synopsis Chart

Activity/ Time	Learning Expectations	Assessment Categories	Tasks
1.1 Theories of Human Development 6 hours	HDV.04, ISV.02, HD3.01, IS1.02 CGE2a, CGE2b	Knowledge/ Understanding Thinking/ Inquiry Communication Application	- Conduct class discussion of Freud’s theory of psychosexual development including criticisms, fixations, and defence mechanisms. - Create and present graphic illustration demonstrating the stages of Erikson’s theory of psychosocial development. - Identify Piaget’s stages portrayed in pictures and phrases. - Conduct class discussion on Piaget’s Stages of Cognitive Development. - Role play a developmental milestone while the class attempts to identify the correct Piagetian stage of development demonstrated. - Complete comparison organizer of theorists (Appendix 1.1.1)
1.2 Moral Development 6 hours	GCV.01, GC1.01, GC1.02, GC1.03, GC1.08, CGE1d, CGE1h, CGE3d, CGE3f, CGE4a, CGE4g, CGE7a, CGE7e	Knowledge/ Understanding Thinking/ Inquiry Communication Application	- Create a list of socially unacceptable behaviours and predict the consequences for various societies. - Examine Genesis 1:27, which outlines the creation of humanity. Although man and woman are created equal many double standards occur in society. Have the students account for this phenomenon. - Examine films or children’s literature in order to see if males and females are socialized to behave differently and adopt different values (morality development) - Discuss Kohlberg’s and Turiel’s theories of moral development and its criticism by Gilligan and Wagner and Shweder, Mahapatra, and Miller - Determine the role gender and culture play in moral decision making by discussing and solving moral dilemmas in groups - Students discuss a film on a moral dilemma such as Sophie’s Choice. Students are asked to discuss how choices made in the film might be different in various cultures. Students are also asked to postulate theories regarding moral development. - Students write a critique on the ways in which personal values and standards evolve, vary, and change with time.
1.3 Research Methods 4 hours	ISV.01, ISV.02, IS1.01, IS1.02 CGE2a, CGE2b, CGE3b, CGE3d	Knowledge/ Understanding Thinking/ Inquiry Communication Application	- Students identify statements of the inquiry process/scientific method (Appendix 1.3.1). - Students examine and analyse different research designs (Appendix 1.3.2) - Students discuss and identify the type of research conducted by Watson, Ainsworth, and/or Bandura and determine whether or not the research was ethical. - Students identify bias in an article from a local newspaper. Students also discuss methods of avoiding bias in order to enhance objectivity in research. - Students participate in a class discussion on ethical considerations in research
1.4 Data Collection and Presentation 6 hours	ISV.03, IS2.01, IS2.02, IS2.03, IS3.01, IS3.02, IS3.03 CGE2c, CGE2d, CGE3c	Knowledge/ Understanding Thinking/ Inquiry Communication Application	- Students generate a chart comparing the advantages and disadvantages of various methods of collecting data. - Students strengthen their observation skills by observing aggression by children in films, stories or daycare facilities. Students then present the information collected in a variety of manners. - Students develop questionnaires/surveys on related course materials. Students then test the validity of these questionnaires/surveys by field-testing them among five of their classmates. - Students interview an older relative regarding an aspect of their childhood, such as discipline. Interview questions should be developed in class and approved by teacher before the interview is conducted.
1.5 Human Development 7 hours	HDV.04, ISV.02, ISV.03, ISV.04, HD3.02, HD3.03, IS1.02, IS1.03, IS2.01, IS2.02, IS3.01, IS3.02, IS3.03 CGE2b, CGE2c, CGE2d, CGE4b, CGE4f, CGE5a, CGE5e	Knowledge/ Understanding Thinking/ Inquiry Communication Application	- Students read and respond to two or more articles on human development in the form of an APA report (one- to two-pages). - Students use Boolean operators to locate three web sources on human development. Students then use Appendix 1.5.1 to evaluate these websites for reliability, validity, content, etc. - In groups, students research and document the developmental milestones that occur in a particular period of human development and write a short narrative about that stage of development. - Students may use technology to create a class website on human development using the information collected in the previous activity.

Activity 1.1: Theories of Human Development

Time: 6 hours

Description

Students examine the theories of Freud, Erikson, and Piaget using a variety of learning strategies. As a culminating activity, students complete a comparison organizer to demonstrate their understanding of the theories of human growth and development and comment upon their relevance in today’s society.

Strand(s) & Learning Expectations

Catholic School Graduate Expectations

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively.

Strand(s): Human Development, Research and Inquiry Skills

Overall Expectations

HDV.04 - analyse changes in human development throughout the life cycle, including early childhood, adolescence, mid-life, and aging;

ISV.02 - use appropriate psychological and sociological terminology relating to human growth and development.

Specific Expectations

HD3.01 - identify the major theories of child development and evaluate their relevance for today’s society;

IS1.02 - correctly use psychological terms associated with human growth and development.

Prior Knowledge & Skills

· Students should have an understanding of role playing.

· Students should have knowledge of cooperative group skills.

· Students should have effective reading and verbal skills.

Planning Notes

· In order to facilitate class discussions, the teacher should assign appropriate sections of student textbooks dealing with the theories of child development by Freud, Erikson, and Piaget.

· The teacher should collect photographs of people at various stages of development or write descriptions of various stages of development.

· The teacher should have copies of magazines (parenting magazines, catalogues, etc.) available for students to use.

· The teacher should photocopy a class set of the comparison organizer (Appendix 1.1.1).

Teaching/Learning Strategies

1. The teacher has students read about the theories of Freud, Erickson, and Piaget in preparation for discussion. The teacher facilitates group discussions on Freud’s theory of psychosexual development. The teacher should ensure that the following are addressed:

a) Defense mechanisms: repression, sublimation, rationalization, projection, reaction formation, regression, and fixation. In small groups, students can discuss various defence mechanisms and determine the types of social situations in which these behaviours may be encountered. For instance, a senior student who feels unattractive may spend all his/her time and money on flashy accessories (clothing, jewellery, car, etc.) to compensate for feelings of inadequacy. Students can develop appropriate methods of dealing with these types of behaviours.

b) Criticisms of Freud: For example, one of the major criticisms of Freud is his gender bias. Students examine his theory to determine whether or not Freud subtly asserts the superiority of males over females. In addition Freud’s research methods have been criticized as being inaccurate and incomplete. Students examine Freud’s research methods to determine whether or not they were consistent with the scientific method of inquiry.

2. In small groups, using their textbooks as a reference, students examine various sources of printed media for illustrations of Erikson’s stages of psychosocial development. For instance, trust may be represented by a photograph of a child smiling while taking the hand of an adult. Students should explain either orally or in written form how all of their graphic evidence illustrates the various stages of psychosocial development. This assignment could be completed in one of the following manners:

a) Bristol board presentation/visual essay

b) Scrapbook

c) Electronic slide presentation

3. Using a collection of photographs and/or statements representative of the various stages of development, students working alone, in pairs, or small groups determine which stage of development each photograph and/or statement represents according to Piaget’s stages. The teacher reviews the stages of cognitive development according to Piaget with the students.

4. Students are given a developmental milestone to role-play for the class and the rest of the class determines what Piagetian stage is being demonstrated. Teachers should preview performances to ensure classroom suitability.

5. Using Appendix 1.1.1, students should complete the comparison organizer on the presented theories of human development in order to demonstrate their knowledge and understanding of the theories. This organizer will also provide the students with an opportunity to applying their critical thinking skills in order to evaluate the relevance of each theory in today’s society. The teacher could use this assignment for evaluation.

Assessment & Evaluation of Student Achievement

· Formative teacher assessment, using roving conference, to ensure the students are on task while in small groups and to aid students with any concerns they may have

· Formative teacher assessment, using probe questions, to collect evidence of the individual student’s understanding of the different theories of human development

· Peer and teacher assessment of presentations on Erikson’s stages of psychosocial development and role-play dramatizations of Piaget’s stages of cognitive development

· Summative teacher evaluation of written responses on the comparison organizer entitled Theories of Human Growth and Development (Appendix 1.1.1)

Accommodations

· Accommodations such as having a scribe, reading assistance, or enlargement of text may be necessary.

· Provide preferential seating for identified students during presentations on Erikson’s stages of psychosexual development and role-play dramatizations of Piaget’s stages of cognitive development.

· Extra time is allotted to students with writing difficulties to complete written tasks (comparison organizer entitled Theories of Human Growth and Development and Erikson presentation) and tests.

· Alternative assignments such as collages or verbal reports may be substituted for written assignments.

· Adapt terms or provide a glossary for each theory for ESL students.

Resources

Bee, Helen. The Developing Child. Needham Heights, MA: Allyn & Bacon, 2000. ISBN 0321047095

Berger, Kathleen. The Developing Person: Through Childhood and Adolescence. New York: Worth Publishers, 2000. ISBN 1572594179

Gerrig, Richard and Phillip Zimbardo. Psychology and Life. Allyn & Bacon, Incorporated, 2002.
ISBN 020533511X

Lerner, Richard. Concepts and Theories of Human Development. Lawrence Erlbaum Associates, 2002. ISBN 0805827986

Santrock, John, W. Adolescence. New York: McGraw-Hill, 2001. ISBN 0072420065

Santrock, John, W. Children. New York: McGraw-Hill, 2000. ISBN 069736447X

Shaffer, David. Developmental Psychology: Childhood and Adolescence. Belmont, CA: Wadsworth/Thomson Learning, 2002. ISBN 0534572146

Sproule, W. Our Social World: An Introduction to Anthropology, Psychology and Sociology. Toronto: Prentice Hall, 2001. ISBN 0-13-041068-3

Stevens-Long, Judith. Adult Life: Developmental Processes. California: Mayfield Publishing Company, 1992. ISBN 1559340827

Articles

Lourenco, O. and A. Machado (1996). “In Defense of Piaget’s Theory: A Reply to 10 Common Criticisms.” Psychological Review, Vol. 103(1): 143-164.

Websites

Child Development Institute: Information For Parents - http://childdevelopmentinfo.com/index.htm

Freud’s Five Lectures on Psychoanalysis - http://www.stolaf.edu/people/huff/classes/handbook/Freud.html

Jean Piaget’s Theory of Development - http://snycorva.cortland.edu/~ANDERSMD/piaget/PIAGET.HTML

Appendix 1.1.1

Comparison Organizer

Theories of Human Development

Part A: Use the following organizer to compare the stages of human development according to Freud, Erikson, and Piaget. Place the name of the stage created by each theorist that corresponds to the correct period of the life cycle. Some stages may be applicable to more than one period in the life cycle, while some periods in the life cycle may encompass more than one stage of development in the organizer.

The Life Cycle	Freud’s Psychosexual Stages	Erikson’s Psychosocial Stages	Piaget’s Cognitive Stages
Infancy – birth to twenty-four months	Oral	Trust vs. mistrust	Sensorimotor
Early Childhood – two to six years of age
Middle and Late Childhood – six to eleven years of age
Adolescence – transition between childhood and adulthood (12-19 year of age.)
Early Adulthood - twenties and thirties
Middle Adulthood – thirty-five to sixty-five years of age
Late Adulthood – over sixty-five years of age

Part B: How applicable are these theories in today’s society? Are they relevant to the family, the school and the broader society? For each theory, use one paragraph to evaluate its relevance.

A) Freud’s Psychosexual Theory of Human Development

B) Erikson’s Psychosocial Theory of Human Development

C) Piaget’s Cognitive Theory of Human Development

Activity 1.2: Moral Development

Time: 6 hours

Description

Students examine and apply theories of moral development in order to determine whether culture and gender differences exist in moral development. Students compare and contrast historical and contemporary treatment of the sexes in order to obtain a more complete understanding of various societal expectations in gender socialization.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE1h - respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE3d - makes decisions in light of gospel values with an informed moral conscience;

CGE3f - examines, evaluates, and applies knowledge of interdependent systems for the development of a just and compassionate society;

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE7a - acts morally and legally as a person formed in Catholic traditions;

CGE7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society.

Strand(s): Diversity, Interdependence, and Global Connections

Overall Expectations

GCV.01 - demonstrate an understanding of the diverse influences that shape human growth and development.

Specific Expectations

GC1.01 - evaluate and compare various theories of male/female morality in relation to gender differences in moral development;

GC1.02 - explain how different societies have developed a sense of morality;

GC1.03 - describe different forms of socially unacceptable behaviour and predict their short- and long-term effects in various societies;

GC1.08 - explain, through critical analysis, the ways in which personal values and standards evolve, vary, and change with time.

Prior Knowledge & Skills

· Students should have effective cooperative group skills, critical thinking skills, and reading and writing skills.

Planning Notes

· The teacher should assign readings from the textbook on theories of moral development, i.e. moral development theories of Kohlberg, Turiel, Gilligan, etc.

· Obtain copies of children’s literature (initial and revised copies, if available).

· Locate a class set of Bibles for use in the class.

· Obtain a copy of the Catechism of the Catholic Church for use in class.

Teaching/Learning Strategies

1. Through a class discussion, generate a list of different forms of socially unacceptable behaviours, e.g., thwarting authority, criminal behaviour, anarchy. In a think/pair/share, students predict the short-term and long-term effects of these behaviours in various societies. Teachers should assist students in considering how this list of socially unacceptable behaviours may vary in different cultures, without being judgmental of cultural differences.

2. Students examine Genesis 1:27 which outlines the creation of humanity. Despite the emphasis placed upon the equality of males and females within the passage, double standards exist. In groups or as part of a class discussion, students try to account for this phenomenon, e.g., why is so much emphasis placed on the fact that Eve was formed from Adam’s rib?

3. Teachers can introduce the idea of how the morality of children is influenced in one of the following manners:

a) Students can discuss excerpts of older or current television programming in order to examine how boys and girls behaviour and morality are represented.

b) Students can analyse children’s literature, including original and revised editions where possible, to determine how boys and girls behaviour and morality are represented.

This leads into an examination of Kohlberg’s and Turiel’s theories on the development of morality and the influence of gender and culture on its development. Criticisms (gender bias and cultural bias) of Kohlberg’s theory by Gilligan and Walker, and Shweder, Mahapatra, and Miller should also be examined.

4. In small groups, students address a variety of issues to determine the role gender and culture play in morality decisions (in addition, the Catholic Church’s position should be taken into consideration):

a) Shirley and Mark, a married couple, have unsuccessfully attempted to conceive a child through natural means for five years. After consulting their doctor, Shirley and Mark discuss their options: adoption, artificial insemination, surrogacy, or doing nothing differently. How might Shirley and Mark react? How might their reactions be different? Explain your thinking.
(Sections 2376, 2377, 2378, 2379 Catechism of the Catholic Church)

b) Jerome (a practising Roman Catholic) and Moesha (a non- practising Roman Catholic) have just become parents of a set of conjoined female twins. The girls share their organs from the chest down. The doctors have told the parents that they feel they could successfully separate the twins so that only one could survive; and that twin could lead a fairly normal life. If the twins are not separated the doctors predict that the twins will die before their first birthday. If you were Jerome what would you do? If you were Moesha, how would you react? Consider how other couples might react to this scenario. (Sections 2296 Catechism of the Catholic Church)

5. Using Kohlberg’s theory, students could analyse the decisions made in one of the options presented:

a) discussion of a film like Sophie’s Choice, where a mother must decide which of her children will survive in a war situation;

b) read the following scenario: A couple have a daughter and son, who suffer from a rare heart disease. The children are in critical condition and are expected to die shortly without a transplant. A donor heart has been located that is suitable for transplant in both children. The doctors have informed them that the potential for a successful transplant is equal for either child, but there is only one heart available. The parents must decide which child should receive the transplant, knowing that the child who does not receive the transplant will likely die. What factors might influence their decision?

Students could also apply other theorists, like Gilligan and Walker, and Shweder, Mahapatra, and Miller to the discussion of the film. Students should also be asked to account for cultural reasons for the decisions being made and consider whether people in other societies (e.g., Navaho, Papua New Guinea) would have made the same choices, using their textbook as a reference. Students develop theories to explain the gender and cultural differences in moral reasoning to share with the class.

6. Students prepare a one-page critique demonstrating an understanding of the ways in which personal values and standards evolve, vary, and change with time. Students are encouraged to use specific examples as presented in the teaching/learning strategies in this unit as the basis of their critique. The critique should utilize a critical analysis approach.

Assessment & Evaluation of Student Achievement

· Diagnostic assessment of students understanding of gender differences in behaviour and morality development using Teaching/Learning Strategies 2 and 3

· Formative teacher assessment, using probe questions, to collect evidence of the individual student’s understanding of the different theories of morality development

· Summative teacher evaluation of a student critique demonstrating understanding of how personal standards and values (morality) evolve, change and vary over time

Accommodations

· Provide copy of notes on theories of moral development to students who require such accommodation.

· Allot extra time to students with writing difficulties to complete written tasks (moral dilemma questions and student critique) and tests.

· Substitute alternative assignments such as verbal reports for written assignments (scenario questions and student critique).

Resources

Books

Bee, Helen. The Developing Child. Needham Heights, MA: Allyn & Bacon, 2000. ISBN 0321047095

Berger, Kathleen. The Developing Person: Through Childhood and Adolescence. New York: Worth Publishers, 2000. ISBN 1572594179

Catechism of the Catholic Church. Toronto: Image/Doubleday, 1995. ISBN 0-385-47967-0

Gerrig, Richard and Phillip Zimbardo. Psychology and Life. Allyn & Bacon, Incorporated, 2002.
ISBN 020533511X

Lerner, Richard. Concepts and Theories of Human Development. Lawrence Erlbaum Associates, 2002. ISBN 0805827986

Santrock, John, W. Adolescence. New York: McGraw-Hill, 2001. ISBN 0072420065

Santrock, John, W. Children. New York: McGraw-Hill, 2000. ISBN 069736447X

Shaffer, David. Developmental Psychology: Childhood and Adolescence. Belmont, CA: Wadsworth/Thomson Learning, 2002. ISBN 0534572146

Sproule, W. Our Social World: An Introduction to Anthropology, Psychology and Sociology. Toronto: Prentice Hall, 2001. ISBN 0-13-041068-3

Stevens-Long, Judith. Adult Life: Developmental Processes. California: Mayfield Publishing Company, 1992. ISBN 1559340827

Video

Sophie’s Choice

Websites

Child Development Institute: Information For Parents – http://childdevelopmentinfo.com/index.htm

Freud’s Five Lectures on Psychoanalysis
– http://www.stolaf.edu/people/huff/classes/handbook/Freud.html

Internet Movie Database (IMDb) – http://us.imdb.com/

Moral Development and Moral Education: An Overview
– http://tigger.uic.edu/~lnucci/MoralEd/overview.html

Psychological Self-Help Chapter 3: Values and Morals: Guidelines for Living
– http://mhnet.org/psyhelp/chap3/

The Canadian Conference of Catholic Bishops – http://www.cccb.ca/

The Catechism of the Catholic Church – http://www.vatican.va/archive/catechism/ccc_toc.htm

The Vatican – http://www.vatican.va

Activity 1.3: Research Methods

Time: 4 hours

Description

Students review the inquiry process/scientific method before analysing the various research designs of the social sciences and humanities. Through class discussion and collaborative investigation students consider the ethics inherent in research with reference to both the American Psychological Associations Code of Ethics and the Catholic Church’s position on ethical research.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE3d - makes decisions in light of gospel values with an informed moral conscience.

Strand(s): Research and Inquiry Skills

Overall Expectations

ISV.01 - use appropriate social science research methods in the investigation of issues related to human growth and development;

ISV.02 - use appropriate psychological and sociological terminology relating to human growth and development.

Specific Expectations

IS1.01 - demonstrate an understanding of social science research methods;

IS1.02 - correctly use psychological terms and socio-economic terms associated with human growth and development.

Prior Knowledge & Skills

· Students should have an understanding of ethics.

Planning Notes

· The teacher should complete part B of Appendix 1.3.1 – Inquiry Process/Scientific Method by preparing a series of statements about the investigation of a crime as reported in the media.

· Teacher should distribute the complete Appendix 1.3.1

· The teacher should prepare a selected article from a local newspaper or magazine to be examined for bias.

· A copy of The American Psychological Association’s Code of Ethics and the position of the Catholic Church on ethical research should be made available to the students.

· The teacher should become familiar with the experiments of Watson, Ainsworth, and/or Bandura, or choose a different case study with which they are familiar to use in order to stimulate discussion on ethical research.

Teaching/Learning Strategies

1. Review the steps within the inquiry process/scientific method. Students examine a collection of statements and identify and organize them according to the inquiry process/scientific method
(See Appendix 1.3.1).

2. In a Socratic lesson, the teacher assists students in examining the main characteristics of different research designs, i.e., correlational studies, experiments, etc. Students, with teacher direction, analyse the strengths and weaknesses inherent in each of the research designs and determine conditions that are more suitable for their use. Students should complete the comparison organizer entitled Research Designs (Appendix 1.3.2).

3. The teacher should conduct a class discussion on bias, e.g., experimenter bias, subject bias, instrument bias, gender bias, etc., in research. Students could examine an article from a local newspaper in order to detect any bias that may be present. In a class discussion, the teacher and students can brainstorm and determine any effects of the bias. Through discussion, students should develop strategies to avoid bias and enhance the objectivity of their research.

4. Students evaluate the ethics of research using the American Psychological Association’s Code of Ethics and sections 2292–2294 The Catechism of the Catholic Church in one or all of the following situations:

a) Watson’s work on fear. Watson engendered (instilled) a fear of rabbits in his child subject through the use of a negative stimulus. The child’s mother withdrew her son from the study before the fear could be extinguished.

b) Ainsworth’s work on attachment. Ainsworth first studied the patterns of attachment that evolve between infants and their mothers over the opening years of life in their natural environment in Uganda. Later, Ainsworth and colleagues devised a method called the Strange Situation for assessing individual differences in infant’s reactions to a series of separations and reunions with their mothers.

c) Bandura’s work on aggression. Bandura filmed a young lady exhibiting physical and verbal aggression while beating up a ‘bobo doll’ (an inflatable punching clown). He then showed this film to kindergartners, who were immediately sent to a playroom, with a bobo doll and hammers (and several observers with pens and clipboards), after viewing the film. The children imitated the film and began beating the bobo doll. Bandura tried several variations of the study including a film of a woman beating up a live clown. In the playroom, a live clown was substituted for the bobo doll. The children proceeded to punch and kick the clown.

Assessment & Evaluation of Student Achievement

· Formative teacher assessment, using roving conference, to ensure that students are on task while working on Appendix 1.3.1 and to aid students with any concerns they may have

· Formative teacher assessment, using probe questions, to collect evidence of the individual student’s Knowledge/Understanding of the inquiry process/scientific method, the strengths and weaknesses of the different research designs, identifying and avoiding bias, and ethical research requirements

· Summative assessment of students’ Knowledge/Understanding, Application, and Communication of the inquiry process/scientific method

· Summative assessment of students Knowledge/Understanding, Application, and Communication of the different types of social sciences research designs

Accommodations

· Allot extra time to students with writing difficulties to complete written tasks
(Appendices 1.3.1 and 1.3.2) and tests.

Resources

Catechism of the Catholic Church. Toronto: Image/Doubleday, 1995. ISBN 0-385-47967-0

Hawkes, Charles, Marc Keirstead, Reg Hawes, Dick Holland, and Dennis Gerrard. Images of Society: Introduction to Anthropology, Psychology, and Sociology. Toronto: McGraw-Hill Ryerson, 2001.
ISBN 0-07-088032-8

Frankfort-Nachmias, Chava and David Nachmias. Research Methods in the Social Sciences (Study Guide). Worth Publishers, 2000. ISBN 1572599081

Gerrig, Richard and Phillip Zimbardo. Psychology and Life. Allyn & Bacon, Incorporated, 2002.
ISBN 020533511X

Rudinow, Joel and Vincent Barry. Invitation to Critical Thinking. Harcourt Press, 1999.
ISBN 0155055623

Sproule, W. Our Social World: An Introduction to Anthropology, Psychology and Sociology. Toronto: Prentice Hall, 2001. ISBN 0-13-041068-3

Websites

APA Online: Research Ethics and Animal Research - http://www.apa.org/science/research.html

Awesome Library Problem Solving
– http://www.awesomelibrary.org/Classroom/Science/Problem_Solving/Problem_Solving.html

Canadian Psychological Association Code of Ethics
– http://www.uwinnipeg.ca/~clark/research/cpaethics.html

Teaching with Electronic Technology - http://www.wam.umd.edu/~mlhall/teaching.html

Strategy List: 35 Dimensions of Critical Thought
– http://www.criticalthinking.org/K12/k12class/strat/stratall.html

The Canadian Conference of Catholic Bishops – http://www.cccb.ca/

The Catechism of the Catholic Church – http://www.vatican.va/archive/catechism/ccc_toc.htm

The Vatican – http://www.vatican.va

Appendix 1.3.1

Inquiry Process/Scientific Method

Part A: Carefully read the statements below and determine which part of the inquiry process is being depicted: a purpose, a hypothesis, an observation, or a conclusion. You should support your choice with reasoning/evidence.

1. Male teenagers are more likely to be aggressive than female teenagers.

2. To determine whether gender affects student achievement on the Grade 9 provincial math tests.

3. The fact that females scored consistently higher on the Grade 10 literacy tests provides evidence that females have developed more proficient English skills than males.

4. Tommy displayed nine acts of aggression towards the bobo doll.

5. During the first lunch at Guess Secondary School, 23 out of 30 males purchased french fries from the cafeteria.

6. The majority of students at Strict Separate Secondary School will vote to keep the school uniform during the next uniform meeting.

Part B: Rearrange the order of the following sentences so that they follow the correct order of the inquiry process/scientific method. While doing this, please indicate the step of the inquiry process that is most likely depicted by each statement and your reason for this choice.

Note to the teacher:

Use the details of a case reported in the media or develop a fictional scenario to prepare 6-8 statements reflecting stages of an investigation. List these statements in a random order.

Part C: Choose one of the situations listed below to pose a question for research. Then, using the table below, outline how the steps of the inquiry process/scientific method can be applied:

purchasing a pair of jeans	e. choosing a daycare centre
choosing a social activity for Saturday night	f. reading to children
choosing a university	g. disciplining children
school uniforms	h. moral development

Steps of Inquiry Process	Application of Inquiry Process for Chosen Situation

Appendix 1.3.2

Research Designs

Part A: In any research study, the most critical element is the conditions under which an investigator measures behaviour. These conditions, known as the research design, determine the type of relationships that can be studied and the conclusions that can be drawn. You are asked to complete the following comparison organizer on the different research designs that can be used in the social sciences and humanities.

General Research Designs	Main Characteristics	Advantages/Strengths	Disadvantages/ Weaknesses
Controlled (Laboratory) Experiment
Field Experiment
Quasi - (Natural) Experiment
Correlational Studies
Case Studies

Developmental Research Designs	Main Characteristics	Advantages/Strengths	Disadvantages/ Weaknesses
Cross-Section Studies
Longitudinal Studies
Sequential Studies
Cross-Cultural Research

Part B: Identify the type of research design you would use to investigate the following problems.

Note: it may be appropriate to use a combination of the general and the developmental research designs.

Once you have identified your probable research design(s) explain the reason for your choice:

1. To study the long-term effects of adding fluoride to toothpaste

2. To examine the effects of breast-feeding vs. formula feeding on the health of infants during the first six months of life

3. To examine the pattern of courtship (dating) and marriage in Canadian culture and Hindu culture

4. To examine the developmental growth of exceptional students who are placed in a normal classroom

5. To determine the relationship between extra-curricular participation and student achievement

Activity 1.4: Data Collection and Presentation

Time: 6 hours

Description

Students develop a chart for comparing the different methods of collecting data, including the advantages and disadvantages of each method. Students develop a questionnaire or mini-survey on an approved topic of their choice and field-test the questionnaire in the class. Students then edit and complete a final draft for evaluation. To further refine their data collection skills, students conduct an interview. The questions used in this interview are edited through classroom consultations with the teacher to ensure appropriateness of the questions. Upon completion of the interview, students make a presentation to the class on their findings.

Strand(s) and Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.

Strand(s): Research and Inquiry Skills

Overall Expectations

ISV.03 - demonstrate an understanding of how to access, organize, analyse, and evaluate information for research purposes.

Specific Expectations

IS2.02 - use information technology effectively to access and organize the information and data collected;

IS2.03 - organize, analyse, and evaluate the quality of the information gathered through research on a particular aspect of human growth and development;

IS3.01 - communicate the results of their investigations effectively in oral presentations and written reports and essays, using an appropriate format for social science research.

Prior Knowledge & Skills

· Students should have effective organizational, graphing, communication, note-taking, and listening skills.

Planning Notes

· The teacher who takes students on a field trip to a daycare centre or elementary school must complete arrangements well ahead of time with the school being visited. In addition, the teacher must ensure that the necessary procedures in obtaining signed permission slips from all students involved are followed as outlined by the school board. The teacher must also prepare the students adequately so that older students behave in a responsible and accountable fashion.

· The teacher needs to consult their board policy regarding use of any copyrighted material and then locate copies of video excerpts and book television/VCR for class.

· The teacher must ensure that the data collection procedures follow school board policy in regard to ethically collecting data within their school. (See note in Strategy 4.)

Teaching/Learning Strategies

1. In a Socratic lesson, the class generates a chart that compares the different methods of collecting data, i.e., naturalistic observation, participant observation, structured/mediated observation, interviews, surveys, questionnaires, case studies, psycho-physiological, and psychological/standardized tests. The advantages and disadvantages of each method is developed and compared. For example, an advantage of participant observation is that the researcher is able to observe the subject in his/her natural environment, while a disadvantage would be the potential for bias to creep into one’s work.

2. In order to develop students’ observational skills and data collection practices, classes should collaboratively complete at least one of the following activities investigating acts of aggression. Students create an escalating scale defining what are the least aggressive acts to the most aggressive acts (for instance, a facial expression, a verbal threat or insult, shoving, an open handed slap, etc.). This is necessary to ensure each observer is properly trained and using the same definition of violence. The class should explore various methods of analysing and presenting the data, i.e., charts, graphs, etc., collected from one of the following activities:

· Students can count the number of aggressive acts demonstrated by boys and girls in a daycare centre or view a film of children playing in a daycare facility.

· Watching a half hour of children’s television at home, count the number of acts of aggression witnessed.

· Watch a film of a children’s story and count the number of acts of aggression witnessed.

· Examine children’s literature in order to determine the number of aggressive acts described within the tale.

· In conjunction with a primary class, have the students count the number of aggressive acts included in the stories written by primary students.

3. Students create a questionnaire on a topic of their choice or teacher-selected topics such as on school uniform policies, child-care options, etc. In order to perfect their ability to create effective questionnaires, students field test their surveys by asking five students to complete their questionnaires and then redrafting their questions in light of this experience.

4. As an exercise in interviewing, students interview three older relatives or trusted adults on a topic connected to their childhood experiences, e.g., how they were disciplined by parents, teachers, etc. Students develop, with assistance from the teacher, a series of suitable questions for the interview (open-ended questions, etc.). In addition, students should be made aware that they should be taking notes during their interviews while maintaining effective eye contact with the interviewee, as much as possible. Alternatively, students could record the interviews with the consent of the subjects. Upon completion of the interview, students present findings in a meaningful format to the class (a report, charts, graphs, etc.). Note: While collecting the information, students must accept that “No comment” or the refusal to answer a question is acceptable.

Assessment & Evaluation of Student Achievement

· Formative teacher assessment, using probe questions, to collect evidence of the individual student’s understanding of the advantages and disadvantages of the different methods of collecting data

· Formative teacher assessment, roving conference, to ensure students are on task while developing and field testing questionnaires and interview questions, and to aid students with any concerns they may have

· Summative teacher evaluation of data collection instruments (questionnaires and interview questions) and presentations of collected data

Accommodations

· Provide preferential seating for identified students during collection of data on acts of aggression from videos and data presentations from data collected from questionnaires and interviews.

· Allot extra time to students with writing difficulties to complete all data collection and presentation activities, and tests.