Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students

Abstract

Practical independent research projects (IRPs) are a feature of school science in a number of countries. To assess the impact of IRPs on students, a systematic review of the literature was undertaken. Thirty-nine papers met the review inclusion criteria, reporting on work from twelve countries. The review indicates that IRPs are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning. There is considerable variability in the nature of IRP work in relation to focus, models of provision, assessment, the involvement of external partners such as universities and employers, and funding, and this diversity affects judgements on the quality of the evidence base on impact. The majority of the research reviewed explored areas such as conceptual understanding, motivation to study science once it is no longer compulsory and attitudes to science, and the development of practical skills. Benefits were identified in relation to the learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills. Studies focusing on traditionally under-represented groups indicated that such students felt more positive about science as a result of undertaking IRPs. The review findings indicate that further work is needed to enhance the quality of the available evidence, to consider the ways in which IRPs can be validly assessed, to explore more fully the potential benefits for traditionally under-represented groups, and to explore more fully the potential longer-term benefits of participation in IRPs at high school level.

School students from all backgrounds can do physics research: On the accessibility and equity of the PRiSE approach to independent research projects

“…Societal inequalities in access to and engagement with science are prevalent even in secondary/high schools (Hamlyn et al, 2020). While university engagement programmes, like independent research projects, could address these issues, at present few such schemes specifically target traditionally under-represented groups and in general globally students' participation in such projects are inequitable (Bennett et al, 2016(Bennett et al, , 2018. In this paper we have evaluated the accessibility, diversity, and equity of the 'Physics Research in School Environments' (PRiSE) programme of independent research projects .…”

Transforming school students' aspirations into destinations through extended interaction with cutting-edge research: Physics Research in School Environments

“…It was recognised that teachers in general likely will not have the skills or experience in research to manage projects without expert assistance (Shah and Martinez, 2016;Bennett et al, 2016Bennett et al, , 2018. Therefore, PRiSE was designed to be supported by active researchers equipped with the necessary expertise to draw upon in offering bespoke, tailored guidance to the students and teachers.…”

“…By experiencing success at 'being' a scientist and meeting similar students from other schools, it is hoped their confidence will be boosted leading to a feeling that physics is indeed for 'people like me' (Davenport et al, 2020). Furthermore, through working in new ways students should develop numerous transferable skills (Bennett et al, 2018) which might help them recognise the usefulness of the subject (Soh et al, 2010).…”

Ten Salient Practices for Mentoring Student Research in Schools: New Opportunities for Teacher Professional Development

“…Over the last three decades, researchers have documented opportunities and approaches that actively involve young people in practical independent research projects (IRPs) as part of their high school 1 science education (Albone, Collins & Hill, 1995;Bell, Urhahne, Schanze & Ploetzner, 2010;Bennett, Dunlop, Knox, Reiss & Torrance-Jenkins, 2018;Lombardi, 2007;Reiss, 1992). Bennett et al (2018) describe IRPs as being student-led, extended, practical investigations where the student and teacher do not know exactly what the investigation will result in. As a mode of working, IRPs tend to be predominantly extra or co-curricular, and undertaken by high school students (Bennett et al, 2018).…”

“…Bennett et al (2018) describe IRPs as being student-led, extended, practical investigations where the student and teacher do not know exactly what the investigation will result in. As a mode of working, IRPs tend to be predominantly extra or co-curricular, and undertaken by high school students (Bennett et al, 2018). The role of teachers as mentors in school science activities including IRPs, and inquiry-based learning has received little attention in the literature to date (Rushton & Reiss, 2019).…”