An Australian-based authentic science research programme transforms the 21st century learning of rural high school students

Abstract

Authentic student-led inquiry and exposure to scientific research impact students’ science career choices. Given Australian students decline in STEM skills, knowledge of whether such programmes impact student learning is critical. This research examined the short-term impact of an authentic, hands-on research mentor programme on rural student’s science skills. Nine Year 10 students participated in a science academic research programme leading to scientific publications and students collecting of first-hand data from international experiments on a major world-wide health issue. The NSW Department of Education Year 10 VALID assessment scores of this intervention group were compared to a control group. Intervention students had significantly higher overall scores as well as significantly higher scores in 21st century skills. These results were supported by student’s self-assessment of their learning growth. Our study suggests authentic science research mentor programmes are pedagogically advantageous for Year 10 high achieving rural students. Educators’ willingness to embrace these innovative approaches has the potential to produce the next generation of scientists.

A Model of Science, Technology, Engineering, and Mathematics Remote Research-Based Learning

“…At the high school level, benefits from research activities include gains in disciplinary content knowledge and science practice, intellectual development, self-confidence, and communication skills (Bell et al, 2003; Sadler et al, 2010; Kitchen et al, 2018; Mastronardi et al, 2020; Puslednik & Brennan, 2020; Corson et al, 2021). These benefits may result in a deeper interest in scientific disciplines that encourages students to enroll in college, partake in graduate studies, and pursue science, technology, engineering, and mathematics (STEM) career paths (Tai et al, 2017; Kitchen et al, 2018; Mastronardi et al, 2020; Wickliffe et al, 2020; NASEM, 2021).…”

“…AREs, however, are limited and not accessible to all high school students (Bennett et al, 2018; Kitchen et al, 2018; Mastronardi et al, 2020; NASEM, 2021). This is particularly true of students who have been underserved due to racial, rural, or socioeconomic factors, which limit access to apt resources for scientific engagement and leads to underrepresentation in STEM (Puslednik & Brennan, 2020; Witzel et al, 2020). Thus, collaborations between schools, both K–12 and higher education, and research institutions are necessary to strengthen and diversify STEM pathways and STEM education (Kitchen et al, 2018; Puslednik & Brennan, 2020).…”

“…This is particularly true of students who have been underserved due to racial, rural, or socioeconomic factors, which limit access to apt resources for scientific engagement and leads to underrepresentation in STEM (Puslednik & Brennan, 2020; Witzel et al, 2020). Thus, collaborations between schools, both K–12 and higher education, and research institutions are necessary to strengthen and diversify STEM pathways and STEM education (Kitchen et al, 2018; Puslednik & Brennan, 2020). These collaborations can result in opportunities that expand the learning of science through internships, apprenticeships, and foundational research experiences (NASEM, 2021).…”

Publishing in hijacked Web of Science journals: Analytical and legal study

“…The journal's website also allows for designing an integrated website to submit research papers according to the generally accepted standards of submission of intellectual property rights. It permits also the design of research stages, methods of referencing, to follow the arbitration process, to carefully review the stage of final acceptance of publication (Puslednik and Brennan, 2020), and then to set a date for publication that often ends with scientific research being available on the journal's website through Open Access.…”

Encouraging Study in Health Sciences

“…Therei s an increasing call to introduce high school students to the wide variety of health professional careers to assist in informing their later tertiary enrollment applications. 1,2 This demand will continue to rise as many formally postgraduate-level health science and health professions programs now provide options for undergraduate enrollment. Across the world, studies in health science courses such as medicine, physiotherapy, dietetics, occupational therapy, and nursing can be undertaken directly out of school.…”