Investigative Research Projects for Students in Science: The State of the Field and a Research Agenda

Abstract

One of the ways in which students can be taught science is by doing science, the intention being to help students understand the nature, processes, and methods of science. Investigative research projects may be used in an attempt to reflect some aspects of science more authentically than other teaching and learning approaches, such as confirmatory practical activities and teacher demonstrations. In this article, we are interested in the affordances of investigative research projects where students, either individually or collaboratively, undertake original research. We provide a critical rather than a systematic review of the field. We begin by examining the literature on the aims of science education, and how science is taught in schools, before specifically turning to investigative research projects. We examine how such projects are typically undertaken before reviewing their aims and, in more detail, the consequences for students of undertaking such projects. We conclude that we need social science research studies that make explicit the possible benefits of investigative research projects in science. Such studies should have adequate control groups that look at the long-term consequences of such projects not only by collecting delayed data from participants, but by following them longitudinally to see whether such projects make any difference to participants’ subsequent education and career destinations. We also conclude that there is too often a tendency for investigative research projects for students in science to ignore the reasons why scientists work in particular areas and to assume that once a written report of the research has been authored, the work is done. We therefore, while being positive about the potential for investigative research projects, make specific recommendations as to how greater authenticity might result from students undertaking such projects.

Evaluating the Impact of Project-Based Learning in Supporting Students with the A-Level Chemistry Curriculum in Northern Ireland

“…It has been reported that project-based (sometimes interchanged with problem-based) learning (PBL) helps students in understanding the fundamentals of science while also developing transferable skills, such as problem solving and science communication . A specific type of PBL is an investigative research project (IRP), which is a student-led, open-ended research investigation frequently supported by a teacher and university or industry researcher . The Greener Fragrances project is best defined as an IRP closely allied with the better known PBL.…”

“…Activities developed in partnership with universities or industry that provide younger students with opportunity to undertake research investigations over a period of time have been emerging in recent years. ,, While relatively new educational interventions, there is growing evidence that these longer-term STEM interventions have a more significant impact upon young people’s interests and aspirations than the traditional one-off activities frequently delivered in schools by industry and/or academic partners …”

“…A global review of evidence on the impact of IRPs found positive outcomes for students, including improved understanding, practical and transferable skills, as well as attitudes and aspirations toward science. , Furthermore, students who participate in IRPs develop a greater understanding about scientific research and make more informed decisions about their future . A more recent review of evidence cites benefits to secondary/high school students, including acquisition of science-related knowledge, greater science confidence, the development of science and/or research identities, induction into scientific or research communities of practice, and the feeling of doing “real science”. While more limited, there is emerging evidence that engaging students from under-represented groups in IRPs led to increased engagement with science. , Evidence on the longer-term impact of IRPs for students is limited, but one longitudinal tracking of a small sample of students who had engaged with a physics IRP found they were more likely to study physics and STEM subjects at degree level than would typically be expected, suggesting involvement in IRPs helped to cement aspirations into destinations .…”

“…A more recent review of evidence cites benefits to secondary/high school students, including acquisition of science-related knowledge, greater science confidence, the development of science and/or research identities, induction into scientific or research communities of practice, and the feeling of doing “real science”. While more limited, there is emerging evidence that engaging students from under-represented groups in IRPs led to increased engagement with science. , Evidence on the longer-term impact of IRPs for students is limited, but one longitudinal tracking of a small sample of students who had engaged with a physics IRP found they were more likely to study physics and STEM subjects at degree level than would typically be expected, suggesting involvement in IRPs helped to cement aspirations into destinations . There is also some evidence that teachers engaged in IRPs experience a reconnection with science and research which enhances their pedagogy and teaching skills …”

“…1 A specific type of PBL is an investigative research project (IRP), which is a student-led, open-ended research investigation frequently supported by a teacher and university or industry researcher. 2 The Greener Fragrances project is best defined as an IRP closely allied with the better known PBL.…”