Download or make a copy of this spreadsheet and complete the tabs as instructed in the assignment guidel

Sheet number Assignment

1 Study Summary Table
2 Study Summary Table Example
3 Source Evaluation
4 Source Evaluation Example
5 Synthesis Matrix
6 Synthesis Matrix Example
d in the assignment guidelines for each week. You do not need to complete the entire workbook at once.
ook at once.
 SOURCE (AUTHOR, TOPIC/MAIN IDEA
DATE) POPULATION OF STUDY
SOURCE 1
SOURCE 2
SOURCE 3
SOURCE 4
SOURCE 5
SOURCE 6
SOURCE 7
SOURCE 8
 CONNECTION TO OTHER
RESULTS/CONCLUSIONS LIMITATIONS STUDIES
RELATION TO RESEARCH
PROJECT
 SOURCE (AUTHOR, TOPIC/MAIN IDEA
DATE) POPULATION OF STUDY

Hands-on activities for Undergraduate students in multiple

undergraduates in multiple disciplines in a four-year research
SOURCE 1 Stark, 2016 disciplines institution.

Hands-on activities for STEM Undergraduate students in multiple

students - do they help with disciplines in a four-year research
Snow, 2013 abstract concepts? institution. Examines many courses
SOURCE 2 over a period of two years.

Success of a hands-on activities in An introductory physics course at a

SOURCE 3 Targaryen, 1999 a physics class. state university in the mid-west.

Hands-on activities combined with Physics and chemistry lower level

teammwork in physics and undergraduate students at a
SOURCE 4 Lannister, 2005 chemistry courses research university in the South.

Upper level sociology and history

Using technology to enhance students at a research university on
SOURCE 5 Tyrell, 2009 interactive learning experiences. the West Coast.
 Do hands-on activities really
contribute to gains in student First-year undergraduate students
SOURCE 6 Baratheon, 2007 learning?

How are educators across the U.S. Studies conducted by others across
incorporating hands-on activities the country in undergraduate
into their undergraduate courses, institutions in the U.S.
SOURCE 7 Martell, 2012 and how successful are they?

How to use a new technology Undergraduate anthropology

device in the classroom to engage students at a community college in
SOURCE 8 Tully, 2014 students. Northern VA.

RESULTS/CONCLUSIONS
Hands-on activities increase
student engagement and contribute
to higher levels of student learning.
The more opportunties STEM
students have to engage in hands-
on activities in the classroom, the
more prepared they will be to apply
difficult or abstract concepts to real
problems.
CONNECTION TO OTHER
LIMITATIONS STUDIES
Builds upon previous work done by
other educators in experimenting
with hands-on activities in a
classroom. Evidence supports
conclusions found by other
resources that tactile activities can
Author does not specifically mention increase understanding of difficult
working with physics courses. concepts.
Draws heavily on research
conducted by educators. Most of
the sources cited are published in
other peer-reviewed education
Works with STEM students, but journals and focus on pedagogy. In
does not provide details on physics particular, it explores the methods
activities. Only examines a two and design of two other studies
year period, and does not examine done at different institutions, and
any new technology. confirms their results.

Although it doesn't explicitly state

certain pedagogical techniques, it's
clear that the author used methods
and a study design that has proven
Learning by doing is more effective effective. The techniques used
than learning by listening. Lecture here are mentioned frequently in
based lessons that were other sources, and are in line with
supplemented by hands-on activites Study was only done with a single the methods explored in education-
were more successful than those physics course. specific journals and articles, such
using lectures alone. as Stark 2016 and Baratheon 2007.

Hands-on activities, with the

addition of teamwork, built stronger
relationships between students, and
resulted in more successful physics
projects. The higher levels of
student achievement at the end of
the semester were connected with
the hands-on activities that were
introduced.
None, the technology is just a bit
out of date.
Uses Targaryen 1999 to support
pedagogical knowledge, in addition
to other scholarly sources. The
techniques are similar to those seen
later in Tully 2014.

Technology can be a way to

incorporate hands-on activities into
the classroom to help students dive Mostly explores education research,
deeper into a concept. Technology citing known pedagogical
can be a barrier for some, but with techniques and sources.
scaffolding, clear goals, and guided References a few case studies
instruction, technology can enhance Doesn't present alternatives to the published the year before to support
the classroom experience. technique. the design.
Hands-on activities can promote
active learning, but not always.
Hands-on activities for the sake of
hands-on activities is not a
pedagogically sound technique;
instead, any activities need to be
grounded in evidence-based
methodology in order to contribute
to student learning.
None - pedagogy and technique
seem strong.
The extensive literature review
provides solid evidence in
methodology and design. It was
also referenced by Stark 2016, to
demonstrate the need for hands-on
activities in the classroom.

The entire paper explores

There are many ways to incorporate
hands-on activities into the
classroom, and they can be highly
effective when used to help guide
students through difficult or abstract
concepts.
None - it's fairly recent.
connections and patterns between
different sources in benefits, results,
and challenges in using hands-on
activities in university classrooms. It
supports the other literature in
stating that hands-on activities can
be beneficial in helping students
grasp difficult concepts, as well as
build connections with their peers.

It draws on basic pedagogy, but

The new technology can be used to
provide a meaningful, hands-on
classroom experience in a few
different ways.
mostly presents a new technique
that has not been much tried. But
new tools can be grounded in
This is a brand new technique, so it evidence and research, and this
still might need further exploration. design seems to do so.
 RELATION TO RESEARCH
PROJECT

Demonstrates methods for

designing and executing hands-on
activities that can translate into any
discipline and project. I can use this
strategic approach to implement my
own activity in my physics
classroom.
This paper details the methodology
and evidence supporting the use of
hands-on activities in the
classroom. I have a better idea
now why and how exactly hands-on
activities provide meaningful
educational experiences for
students and can better articulate
that need to my advisor.

I can take elements of this

technique, update them a bit, and
immediately implement this hands-
on activity in my classroom.

This paper provides more ideas on

different creative ways to introduce
hands-on activities into a physics
classroom that I haven't thought of.
The details of the activities and the
tools used has helped me build
upon my previous ideas, and I can
create something stronger.

I have wanted to incorporate

technology into my hands-on
activities, and this paper provides
an easy, low-barrier way for me to
do so with a tool I can easily get
access to.
The literature review in particular
has been helpful in getting me to
better understand how to design a
hands-on activity that is meaningful.
Additionally, the methods this
author used can help me manage
the classroom, and transition more
easily between hands-on activities
and lecture.

It provides many examples of using

hands-on techniques in the
classroom from different
perspectives. This helps me
understand different techniques,
tools, and technologies that can be
used or adapted for my project.

This technology is available to me

and is one I am considering
implementing in my class. Seeing
how someone else tried to use it is
helpful for me to design my own
study.
 SOURCE CURRENCY

Consider the date the source was

published. Based on what you
know of the field and the subject, is
it current enough to still provide
List the Author, Date for each source relevant, information? Why or why
below not?
SOURCE 1
SOURCE 2
SOURCE 3
SOURCE 4
SOURCE 5
SOURCE 6
SOURCE 7
(optional)
SOURCE 8
(optional)
 RELEVANCE AUTHORITY

How does this material contribute to

your understanding of the Is the material peer reviewed? If
problem/topic, or how is it useful to not, what makes you trust the How do you know that the author is
your research project? information? qualified to write on this topic?
 ACCURACY PURPOSE

Do the sources and/or methods

used seem reasonable based on
the topic, population and setting?
What gaps or inconsistencies do What could have been done to
you see in the research? make them stronger? Who is the article written for?
PURPOSE

What, if any bias can you determine

from the research?
 SOURCE CURRENCY

Consider the date the source was

published. Based on what you
know of the field and the subject, is
it current enough to still provide
List the Author, Date for each source relevant, information? Why or why
below not?

Yes, this is current enough. I can't

imagine that too much has changed
SOURCE 1 Stark, 2016 in the past year.

Yes, this is current enough. Hands-

on activities done four years ago
Snow, 2013 are still relevant since no complex
SOURCE 2 technology was involved.

Yes, this hands-on technique

particular to physics uses basic
physics principals that have not
SOURCE 3 Targaryen, 1999 changed.

Yes, although the tools are a bit

outdated, there are newer tools that
SOURCE 4 Lannister, 2005 are similar that can be used.

Yes, this technology is still available

SOURCE 5 Tyrell, 2009 today.

Yes, ten years is ok here because

the pedagogy and other methods
SOURCE 6 Baratheon, 2007 are still sound.
SOURCE 7 Yes, anything within five years is
(optional) Martell, 2012 new enough for education.

SOURCE 8
(optional) Tully, 2014 Yes, this is a fairly new technique.
 RELEVANCE AUTHORITY

How does this material contribute to

your understanding of the Is the material peer reviewed? If How do you know that the author is
problem/topic, or how is it useful to not, what makes you trust the qualified to write on this topic?
your TAR project? information?
Demonstrates methods for
designing and executing hands-on
activities that can translate into any
discipline and project. I can use this Author is an instructional designer
strategic approach to implement my at a research university and has
own activity in my physics published on instructional
classroom. Yes. Checked Ulrich's. techniques in the past.
This paper details the methodology
and evidence supporting the use of
hands-on activities in the
classroom. I have a better idea
now why and how exactly hands-on
activities provide meaningful
educational experiences for
students and can better articulate
that need to my advisor. Yes. Checked Ulrich's. Author has an Ed.D. in education

It is peer reviewed, even though it is

not listed as such in Ulrich's. I
I can take elements of this checked the journal's website and
technique, update them a bit, and found an explanation of their review
immediately implement this hands- process. Author has a Ph.D. in physics and
on activity in my classroom. works at a university.

This paper provides more ideas on

different creative ways to introduce
hands-on activities into a physics
classroom that I haven't thought of.
The details of the activities and the
tools used has helped me build Author has a Ph.D. in physics and
upon my previous ideas, and I can has been a professor of physics at
create something stronger. Yes. Checked Ulrich's. three universities for over 20 years.

No, it is not peer reviewed, but it is

I have wanted to incorporate
technology into my hands-on
activities, and this paper provides
an easy, low-barrier way for me to
do so with a tool I can easily get
access to.
from a well-known education
website that provides peer reviewed
material in other areas. It is a
trusted company that has a record Author has a master's degree in
of authority in educational topics education and has been teaching
and methods. for six years.

The literature review in particular

has been helpful in getting me to
better understand how to design a
hands-on activity that is meaningful.
Additionally, the methods this
author used can help me manage
the classroom, and transition more
easily between hands-on activities Author has written over ten articles
and lecture. Yes. Checked Ulrich's. and many books on pedagogy.
It provides many examples of using
hands-on techniques in the
classroom from different
perspectives. This helps me
understand different techniques,
tools, and technologies that can be Author has over ten years of
used or adapted for my project. Yes. Checked Ulrich's. experience as an educator.
No, this is not a peer reviewed
This technology is available to me article, but a report on how to use
and is one I am considering this new technology and technique. The author conducted three tests
implementing in my class. Seeing It's the use and application of the using this technology and exploring
how someone else tried to use it is technology that I am most it's features. She has first-hand
helpful for me to design my own interested in, and this report accounts of using the tool, as well
study. provides that in a useful way. as feedback from students.
 ACCURACY
What gaps or inconsistencies do
you see in the research?
Author does not specifically mention adding strength to the translatability Educators and instructional
working with physics courses.
Could not identify any gaps that
seemed relevant to my research
topic.
Study was only done with a single
physics course.
None, the technology is just a bit
out of date.
Doesn't present alternatives to the
technique.
None - pedagogy and technique
seem strong.
PURPOSE
Do the sources and/or methods
used seem reasonable based on
the topic, population and setting?
What could have been done to
make them stronger?
Who is the article written for?
Yes, the author works with a variety
of courses in different disciplines,
of the technique. designers in various fields.
Yes, the author cites a lot of other
peer reviewed educational
literature. Other educators.
Since it's a case study, there are
not many sources, but they seem
strong. The author could have
used more than one course to try
the technique and have more and
stronger data. Other physics professors.
Yes, the author used a combination
of hands-on activities and
collaboration to help students
engage with the content. It seems
like a valid approach to instruction. Other physics professors.
The souces cited demonstrate that
even though this source isn't peer
reviewed, the author did thorough Educators interested in trying new
research to explore the approach. technologies.
Yes, the author provides an
extensive literature review to build
upon in his techniques.
Other educators.

None - it's fairly recent.
This meta-analysis looked at many
different examples of hands-on
activities and made
recommendations. It was a good Other educators interested in
way to get a broad overview and incorporating more hands-on
environmental scan. activities into their classrooms.

Yes, the author used the

technology with three different
This is a brand new technique, so it groups of students to see how it Other educators interested in using
still might need further exploration. could be utilized in different ways. the technology.
PURPOSE

What, if any bias can you determine

from the research?

None that I can tell.

None that I can tell.

None that I can tell.

The author does not seem to have

formal training in how to be an
educator.

Although it's not peer reviewed, the

author cites other scholars and
educators. The article is written
from a research perspective, and
does not seem to be connected to
any company or source of funding
that could influence bias.

None that I can tell.

None that I can tell.

The author may have been asked to

implement this technology in a
particular way by the company.
 THEME SOURCE 1
SOURCE (AUTHOR, DATE) List source 1
Enter notes on how source 1
connects to, provides
information/insight on, increases
THEME 1 List theme 1 knowledge of, etc. theme 1
Enter notes on how source 1
connects to, provides
information/insight on, increases
THEME 2 List theme 2 knowledge of, etc. theme 2
Enter notes on how source 1
connects to, provides
information/insight on, increases
THEME 3 (Optional) List theme 3 knowledge of, etc. theme 3
 SOURCE 2
List source 2
Enter notes on how source 2
connects to, provides
information/insight on, increases
knowledge of, etc. theme 1
Enter notes on how source 2
connects to, provides
information/insight on, increases
knowledge of, etc. theme 2
Enter notes on how source 2
connects to, provides
information/insight on, increases
knowledge of, etc. theme 3
SOURCE 3
List source 3
Enter notes on how source 3
connects to, provides
information/insight on, increases
knowledge of, etc. theme 1
Enter notes on how source 3
connects to, provides
information/insight on, increases
knowledge of, etc. theme 2
Enter notes on how source 3
connects to, provides
information/insight on, increases
knowledge of, etc. theme 3
SOURCE 4
List source 4
Enter notes on how source 4
connects to, provides
information/insight on, increases
knowledge of, etc. theme 1
Enter notes on how source 4
connects to, provides
information/insight on, increases
knowledge of, etc. theme 2
Enter notes on how source 4
connects to, provides
information/insight on, increases
knowledge of, etc. theme 3
 SOURCE 5
List source 5
Enter notes on how source 5
connects to, provides
information/insight on, increases
knowledge of, etc. theme 1
Enter notes on how source 5
connects to, provides
information/insight on, increases
knowledge of, etc. theme 2
Enter notes on how source 5
connects to, provides
information/insight on, increases
knowledge of, etc. theme 3
SOURCE 6
List source 6
Enter notes on how source 6
connects to, provides
information/insight on, increases
knowledge of, etc. theme 1
Enter notes on how source 6
connects to, provides
information/insight on, increases
knowledge of, etc. theme 2
Enter notes on how source 6
connects to, provides
information/insight on, increases
knowledge of, etc. theme 3
SOURCE 7 (Optional)
List source 7 (Optional)
Enter notes on how source 7
connects to, provides
information/insight on, increases
knowledge of, etc. theme 2
Enter notes on how source 7
connects to, provides
information/insight on, increases
knowledge of, etc. theme 3
Enter notes on how source 7
connects to, provides
information/insight on, increases
knowledge of, etc. theme 4
 SOURCE 8 (Optional)
List source 8 (Optional)
Enter notes on how source 8
connects to, provides
information/insight on, increases
knowledge of, etc. theme 3
Enter notes on how source 8
connects to, provides
information/insight on, increases
knowledge of, etc. theme 4
Enter notes on how source 8
connects to, provides
information/insight on, increases
knowledge of, etc. theme 5
 THEME SOURCE 1
SOURCE (AUTHOR, DATE) Stark, 2016

Intentionally integrated hands-on Technology can be a way to

activities can help students better incorporate hands-on activities into
understand difficult and/or abstract the classroom to help students dive
THEME 1 concepts deeper into a concept.

Technology can be a barrier for

some, but with scaffolding, clear
goals, and guided instruction,
technology can enhance the
classroom experience. This paper
provides an easy, low-barrier way
Technology can enhance hands-on for me to do so with a tool I can
THEME 2 classroom experiences easily get access to.

The study found that hands-on

activities really helped students in
various disciplines grasp different
concepts. The case studies
Hands-on activities can help foster referenced support this, as do the
THEME 3 (Optional) student engagement results of the study.
 SOURCE 2
Snow, 2013
Focuses on the intentionality of
hands-on activities, and how to
design them in a way to be
meaningful.
Demonstrated that hands-on
activities kept students engaged in
the classroom, and led to less
distractions.
SOURCE 3 SOURCE 4
Targaryen, 1999 Lannister, 2005
The author wanted students to have
a practical experience to allow them
to better learn a physics concept.
By focusing on the end goal, the
Learning by doing is more effective instructor was able to work
than learning by listening. Lecture backwards to design a meaningful
based lessons that were activity that got the students
supplemented by hands-on activites engaged, and help them work
were more successful than those towards the learning outcome in a
using lectures alone. step-by-step, intentional way.
Technology was used as a way to
get students to collaborate and
work together in the hands-on
activities.
The author was more successful in
keeping students engaged when
they were able to take a more active
role in their learning.
 SOURCE 5
Tyrell, 2009
The author examined common
research problems in sociology and
history, and took an intentional
approach to help students work
through those problems. The
hands-on activity was not the goal,
but it was utilized in a way to help
reach a different goal. However, it
wasn't an afterthought, it was
worked in at key points throughout
the unit to help work through
problem areas.
SOURCE 6
Baratheon, 2007
Hands-on activities can promote
active learning, but not always.
Hands-on activities for the sake of
hands-on activities is not a
pedagogically sound technique;
instead, any activities need to be
grounded in evidence-based
methodology in order to contribute
to student learning. Provides
evidence and practice for ensuring
hands-on activities are useful.
SOURCE 7 (Optional)
Martell, 2012
Provides many examples of how
instructors across the country are
incorporating hands-on activities
into their classes. Shows that they
are highly effective when used to
help guide students through difficult
or abstract concepts. When not
applied intentionally, hands-on
activities are not as successful.

Technology can be a way to

incorporate hands-on activities into
the classroom to help students dive
deeper into a concept. Technology Technology can be helpful, but it
can be a barrier for some, but with must be used appropriately, and fill
scaffolding, clear goals, and guided a pedagogical need. When done
instruction, technology can so, it provides new and meaningful
enhance the classroom experience. learning experiences for students.

Provides many examples and

evidence of how hands-on activities
have helped foster student
engagement (see lit review section.)
Many of these techniques I might
want to adapt for my own project.
For example, one reference proved
that by incorporating regular, hands-
on activities into the class over time,
engagement stayed at high level
throughout the semester.
 SOURCE 8 (Optional)
Tully, 2014

By grounding the use of technology

in strong pedagogy, hands-on
activities using technology can
completely change the classroom
experience.

Students enjoy getting to use new

technology, or apply a familiar one
to a new problem. Students are
increasingly distracted by their own
technology while in class, but when
they are given permission to use
technology in a way that is
connected to the classroom, they
are more likely to be engaged, and
forget the other distrations.