Lodge, Wilton;
Reiss, Michael;
(2023)
Investigative school research projects in biology: Effects on students.
In: Korfiatis, K and Grace,, M and Hammann,, M, (eds.)
Shaping the Future of Biological Education Research: Selected Papers from the ERIDOB 2022 Conference.
Springer: Singapore.
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Abstract
Science education is sometimes oriented around students learning science by doing science. Investigative research projects may be intended to reflect some aspects of science more authentically than other teaching and learning approaches. What remains under-researched is what the effects on students are of undertaking such projects. We collected data from students who were participating in biology research projects. Our research question is ‘How do secondary school students who are participating in a biology research project see both science and themselves in relation to it?’. Thirteen 12–18-year-olds who were undertaking such projects in England participated in in-depth 1:1 semi-structured interviews in 2021. There was an association between the participants’ motivation for engaging with the investigative research project and their science identities, with many of them articulating that the project provided them with an “authentic” experience of what “real scientists” do. For some of the participants, engaging in an investigative research project afforded them opportunities not only to develop their scientific inquiry skills but to gain a deeper understanding of the epistemological dimensions of science and its connection with historical, cultural and social values. This greater appreciation and insight into the nature of science increased their science-related career aspirations.
| Type: | Book chapter |
|---|---|
| Title: | Investigative school research projects in biology: Effects on students |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/978-3-031-44792-1_8. |
| Publisher version: | https://link.springer.com/chapter/10.1007/978-3-03... |
| Language: | English |
| Additional information: | Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this chapter are included in the chapter's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the chapter's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. |
| Keywords: | Investigative research projects, School biology, Science identity |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10182954 |
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