Question and Explore Chapter Notes | AP Seminar - Grade 11 PDF Download

Introduction

Big Idea 1 in AP Seminar, titled "Question and Explore," forms the foundation of the course by emphasizing the importance of developing effective research questions and exploring topics of interest. This theme guides students through the initial stages of research for Performance Tasks and the End of Course Exam. It encourages curiosity, critical thinking, and the exploration of diverse perspectives to create meaningful and researchable questions. By mastering these skills, students can approach academic and real-world problems with a scholarly mindset, setting the stage for successful research.

Overview of Big Idea 1

Big Idea 1 serves as the foundational theme of AP Seminar.

• Think of the Big Ideas (BIs) as the structural framework for the course. They encapsulate the core activities you'll undertake and the strategies for completing the Performance Tasks (PTs) and final assessment. 

The theme of Question and Explore emphasizes the initial tasks you will engage in when starting a PT or any assignment. Questioning the world and delving into fascinating topics is what makes AP Seminar an exciting class!

As a student, you get to investigate subjects that pique your interest. However, there are more effective and scholarly methods to frame your questions and explore topics, which will be discussed in this guide.

Essential Questions

The College Board has identified eight essential questions that you should reflect on regarding this Big Idea:

• How does the context of a problem or issue affect its interpretation or presentation?
• How might others perceive the problem or issue differently?
• What questions remain unasked?
• What perspectives or voices are absent from my research?
• What do I wish to learn, understand, or explore?
• How does my research question influence my approach to answering it?
• What information is essential to address my question?
• What keywords should I employ to search for information on this topic?

While you shouldn't feel compelled to ask these questions with every article or research compilation, they serve as guiding principles at the beginning of your research process and should be considered throughout.

Quick Tips: 

• The Essential Questions are meant to guide you, so don’t get overly fixated on them. Refer back to them if you're struggling to grasp what to do in Big Idea 1.
• It may be beneficial to jot down these questions on a piece of paper or a flashcard for reference during your research.

Questioning and Exploring Tips

Before you dive into research, you must formulate a research question, which in turn requires a clear topic.

Research Topics

For both Performance Tasks, you'll need to select a topic. In Performance Task 1, you will collaborate with your group to identify a suitable topic. The only requirement is that it must be an "academic or real-world problem or issue," which allows for vast possibilities! In Performance Task 2, you'll work individually but must adhere to the provided stimulus materials.

Here are some examples of topics that students have previously explored as suggested by the College Board:

• Impact of texting on grammar skills
• Wealth inequality
• Genetically modified organisms
• Role of art in education
• Significance of voting age and civic engagement among teens
• Mathematics involved in extreme sports
• Solutions for food waste
• Future trends in the automotive industry

Research Tip: It may seem obvious, but try to choose a topic that genuinely interests you! 

What is an Effective Research Question?

The College Board has outlined five criteria for a strong research question:

1. Engages with genuine points of ongoing debate:
   • A question like "Does wealth inequality exist?" is usually not suitable since it's widely accepted. A better question would be "What are the causes of wealth inequality in suburban areas?" which is debatable.
2. Encourages engagement with alternative perspectives:
   • Avoid overly one-sided questions.
   • While researching your topic, consider the opinions of professionals (journalists, academics) to ensure your question engages with multiple viewpoints.
3. Necessitates a judgment or evaluation:
   • If your question meets the first two criteria, it likely fulfills this one as well.
4. Is Researchable:
   • This criterion often trips people up! Many students have excellent research questions that they don't have enough time or resources to explore.
   • A way to
5. Is straightforward:
   • The question should be uncomplicated and avoid embedded questions.

Other Factors to Consider

• Research questions are often complex, involving various perspectives and stakeholders.
• The method of asking your question will shape how you conduct your research.
• Bias exists in all areas, including in how you frame your research question.
• No questions are inherently bad, but your question may not always be effective or answerable.

While creating an effective research question, you should reflect on all these considerations. You shouldn't spend excessive time on them, but they are worth considering before you start researching.

How Big Idea 1 Relates to the Exam

Elements of Big Idea 1 will be evident throughout the Performance Tasks and the End of Course Exam (EoC).

Below are instances where you'll encounter Big Idea 1 in the graded components of the course:

Performance Task 1

• As a group, you will brainstorm complex yet manageable research questions. Consider questions that have a substantial body of research available.
• While exploring your research for evidence, ensure you gather multiple perspectives on your topic.

Performance Task 2

• Although you will have a stimulus packet to guide your questioning, you still need to explore subjects related to a central theme.
• Do not feel constrained in your exploration; the themes are broad enough to allow for topics that interest you.

End of Course Exam

• The EoC is where you will employ Big Idea 1 the least. However, you'll still need to apply your understanding of effective questioning when addressing Part 1 questions.
• For example, in Part 1 of the EoC, you'll analyze an author's argument, reasoning, and evidence. While evaluating their effectiveness, consider their research question. Was it too broad? Too narrow? Observations like these can enhance your score in this exam section.

Rubric Example

Review this segment from the Performance Task 2 Rubric:

In the rubrics for all College Board assignments, the emphasis is on how YOU perceive the question and how OTHERS may also view it. Analyzing and considering multiple perspectives is crucial for becoming a proficient researcher.

College Board emphasizes examining multiple perspectives and making connections between them!

Ways to "Study" Big Idea 1

• No direct way to study Big Idea 1, but you can improve understanding through practice.
• Creating effective research questions takes trial and error.
• If a question fails (e.g., too shallow), reflect on why it didn’t work (too narrow, too complex, or too easily answered).
• Reflection improves future question formulation.
• Explore additional resources, such as guides on writing research questions or formulating history research questions.

Conclusion

Key Terms

• Bias:  Bias refers to a tendency that affects judgment and decision-making, often distorting reality or creating unfair advantages. It can appear in various forms, including cognitive, emotional, or social influences, shaping how information is perceived and interpreted. Recognizing bias is essential for ensuring objective analysis and developing critical thinking skills.
• End of Course Exam (EoC):  The EoC is a standardized assessment measuring a student’s understanding and mastery of key concepts and skills at the end of an educational program. These exams are vital indicators of academic performance and evaluate the effectiveness of instructional methods, ensuring learning objectives have been met.
• Ongoing Debate:  An ongoing debate is a continuous discussion regarding a specific issue, where differing opinions and perspectives are explored without a clear resolution. This highlights the dynamic nature of discourse, as various viewpoints can change over time, influenced by new evidence, shifting societal norms, and advancements in understanding.
• Performance Task 2:  Performance Task 2 is a crucial assessment component focusing on applying skills and knowledge in real-world contexts. This task emphasizes critical thinking and effective communication as students analyze a problem, develop a solution, and present their findings. It involves collaboration, data analysis, and synthesizing information from various sources to support an argument.
• Performance Task 1:  Performance Task 1 requires students to develop a research question, gather and analyze information from diverse sources, and present findings coherently. This task emphasizes the ability to synthesize knowledge, engage in critical thinking, and communicate results effectively through written and oral presentations.
• Researchable:  Researchable refers to a topic or question that can be systematically investigated using data collection and analysis methods to reach evidence-based conclusions. For a question to be considered researchable, it must be specific enough to allow for measurement or observation and relevant to the field of study. This concept is foundational for establishing the scope and direction of academic research.
• Research Question:  A research question is a clear, focused, and specific inquiry that guides a study and defines what the researcher aims to discover or understand. It serves as the foundation for the entire research process, directing data collection and analysis. A well-crafted research question shapes the methodology and communicates the study's objectives to others.
• Rubric Example:  A rubric example outlines the criteria and expectations for assessing a student's work or performance. It provides clear standards for evaluation and feedback, helping both students and educators. By detailing specific achievement levels, rubric examples standardize assessment across various tasks to ensure consistency and fairness in grading.