Lodge, Wilton; Reiss, Michael J; Sheldrake, Richard; (2025) Students' experiences of investigative school science research projects. Research in Science and Technological Education 10.1080/02635143.2025.2487760. (In press).

Preview

Text Reiss_Students experiences of investigative school science research projects.pdf - Published Version Download (730kB) | Preview

Abstract

Background: Investigative research projects in science are a form of practical work in which students have considerable control in respect of the question(s) they address and the ways in which they undertake their work. It has been argued that such projects give students insights into how scientists work and are therefore more authentic than much of the practical work typically undertaken in school science. / Purpose: To determine the experiences of school students undertaking investigative research projects (IRPs) in science and to see whether participating in such projects affects students’ science identities. The specific research question was ‘How do secondary school students participating in an investigative research project see science and understand their experiences in relation to it?’. / Sample: Twenty-two secondary students, all of who were undertaking IRPs under the auspices of IRIS (The Institute for Research in Schools), from eight schools in England. / Design and methods: In-depth, semi-structured individual interviews. These were video- or audio-recorded on Microsoft Teams, transcribed and analysed using directed qualitative content analysis. / Results: Although most of the students held favourable views about science, many of them did not view school science as comparable to the science practiced by scientists in the wider world. The students were overwhelmingly positive about the benefits of participating in an IRP. The findings suggest an association between the participants' motivations for engaging with such projects and their science identities, with many of them articulating that participating in the project provided them with an ‘authentic’ experience of what ‘real scientists’ do. / Conclusion: Participating in an IRP made the students feel more engaged in science and more enthusiastic about their future involvement in science, both of which are typical indicators of identity. For at least some students, participating in an IRP can help galvanise their interest in and engagement with science.

Download activity - last month

Export as JSONXMLCSV

Download activity - last 12 months

Export as XMLCSVJSON

Downloads by country - last 12 months

Export as JSONXMLCSV

Archive Staff Only

View Item