During a typical 20-minute presentation, a speaker can spend just a moment or two describing the highlights of his/her data collection plan before moving on to the “good stuff,” the data and results. The purpose of this symposium is to provide time to elaborate on the best practices in project design and data collection techniques. After all, a really interesting project that contains an ill-conceived data collection plan will not yield meaningful results. Papers that discuss issues associated with participant recruitment, selection, and sample size determination; describe how to determine what data collection technique(s) to employ; explain the pros and cons of particular techniques; and/or elucidate how data collection plans connect with other components of a project (literature review, theoretical framework, analysis techniques, etc.) are particularly welcome. The focus of this symposium is on the pragmatic aspects of developing and implementing a data collection plan, rather than on specific research results.
Presider: Amy Flanagan Johnson, Eastern Michigan University
Related Papers Introduction (9:30 am to 9:35 am)
P453: Designing a testing effect study with general chemistry test formats (9:35 am to 9:55 am)
P454: One software package to create and evaluate assessment instruments for general chemistry (9:55 am to 10:15 am)
P455: Meta analysis of the effectiveness of concept mapping for chemistry instruction (10:15 am to 10:35 am)
P456: “Round and round we go": Lessons learned in the course of research in representational competence (10:35 am to 10:55 am) WITHDRAWN
Break (10:55 am to 11:10 am)
P457: “I don't like chemistry because…" How do students' definitions of chemistry influence their attitudes towards the discipline? (11:10 am to 11:30 am)
P458: Challenges studying adult populations in chemistry education research (11:30 am to 11:50 am)
