Glossary
Common pitfalls
Frequent mistakes or errors that students often encounter in their research process or during the AP Research exam.
Example:
One of the common pitfalls students face is superficial feedback during peer review, where they only focus on minor issues instead of deeper structural flaws.
Constructive feedback
Specific, actionable, and helpful criticism aimed at improving a piece of work, often starting with positive comments and using 'I feel' statements.
Example:
Instead of just saying 'this is unclear,' the constructive feedback suggested, 'I feel the introduction could be strengthened by clearly stating your research question earlier.'
FRQs (Free Response Questions)
Open-ended questions on the AP Research exam that require students to construct detailed, well-reasoned responses, often involving reflection on their research.
Example:
To prepare for the FRQs, students practiced outlining their answers to ensure they could articulate their research challenges and resolutions clearly.
Guided contemplation
A self-reflection method that uses specific prompts or discussions, such as those from the Oral Defense or in-class activities, to direct one's thoughts.
Example:
The teacher provided prompts for guided contemplation that helped students think critically about the ethical implications of their research, a topic they hadn't fully considered before.
Guidelines (for peer review)
Structured instructions or rubrics provided to ensure feedback is focused, helpful, and consistent during the peer review process.
Example:
Following the guidelines for peer review ensured that all students focused on the logical flow and evidence-based arguments, rather than just grammar.
I feel statements
A communication technique used in feedback to express personal observations or reactions without sounding accusatory, making criticism easier to receive.
Example:
Using 'I feel' statements, a reviewer might say, 'I feel the conclusion could more strongly connect back to your initial hypothesis,' rather than 'Your conclusion is weak.'
Oral Defense
A crucial component of the AP Research assessment where students articulate their research process, findings, and decisions to a panel, often involving self-reflection.
Example:
During the Oral Defense, Sarah confidently explained how she adapted her methodology after encountering unexpected challenges, demonstrating her deep understanding of her project.
Peer review
A process where colleagues or peers critically evaluate each other's work to provide constructive feedback and identify areas for improvement.
Example:
Through peer review, Liam received valuable suggestions on how to strengthen the argument in his literature review, making his paper more persuasive.
Research findings
The results, conclusions, and implications derived from the data analysis conducted during a research project.
Example:
The unexpected research findings on student engagement led the school to reconsider its approach to extracurricular activities.
Research journal
A personal log used to track progress, document decisions, record rationales, and reflect on the research process throughout a project.
Example:
Keeping a detailed research journal helped Alex remember the exact date he decided to switch his data collection method and the reasons behind that pivotal choice.
Research process
The entire journey of conducting research, encompassing problem identification, methodology selection, data collection, analysis, and interpretation.
Example:
Understanding the iterative nature of the research process helped Emily realize that setbacks were opportunities for learning, not failures.
Self-questioning
A self-reflection technique involving asking 'why' after making research decisions to challenge assumptions and deepen understanding of one's choices.
Example:
Through self-questioning, Maria realized that her initial choice of survey participants was biased, prompting her to revise her sampling strategy for better representation.
Self-reflection
The continuous process of examining one's own research journey, choices, and rationale to understand their impact and identify areas for improvement.
Example:
After a challenging experiment, an AP Research student engaged in self-reflection to understand why their initial hypothesis wasn't supported by the data, leading to a revised approach.
Time management
The strategic planning and control of the amount of time spent on specific activities, crucial for completing research tasks and exam sections effectively.
Example:
Effective time management during the exam allowed Sarah to outline her FRQ responses before writing, ensuring she addressed all parts of the prompt.
Visual methods
Techniques like drawings or diagrams used in self-reflection to map out thinking, identify connections, and visualize patterns in the research process.
Example:
Using visual methods, David drew a flowchart of his experimental design, which helped him identify a logical flaw he hadn't noticed in his written plan.