6,391
Views
26
CrossRef citations to date
0
Altmetric
Articles

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

Pages 1755-1773 | Received 02 Dec 2017, Accepted 09 Aug 2018, Published online: 01 Sep 2018

References

  • * = Study included in the rapid evidence review
  • Adams, E., Ward, T. J., Vanek, D., Marra, N., Hester, C., Knuth, R., … Boulafentis, J. (2009). The Big Sky inside. Science Teacher, 76(4), 40–45.
  • *Akinoglu, O. (2008). Assessment of the inquiry-based project application in science education upon Turkish science teachers’ perspectives. Education, 129(2), 202–215.
  • *Balmer, D. (2014). An alternative energy career project at the Warwick School, Redhill, Surrey. School Science Review, 96(354), 118–122.
  • Bennett, J., Dunlop, L., Knox, K. J., Reiss, M. J., & Torrance Jenkins, R. (2016). A rapid evidence review of practical independent research projects in science. London: Wellcome Trust. https://wellcome.ac.uk/sites/default/files/review-of-practical-independent-research-projects-in-science-wellcome-apr16.pdf
  • *Brand, B., Collver, M., & Kasarda, M. (2008). Motivating students with robotics. Science Teacher, 75(4), 44–49.
  • British Science Association. (2014). CREST evaluation summary. Unpublished internal document.
  • *Bulte, A. M. W., Westbroek, H. B., de Jong, O., & Pilot, A. (2006). A research approach to designing chemistry education using authentic practices as contexts. International Journal of Science Education, 28(9), 1063–1086. doi: 10.1080/09500690600702520
  • *Burgin, S. R., Sadler, T. D., & Koroly, M. J. (2012). High school student participation in scientific research apprenticeships: Variation in and relationships among student experiences and outcomes. Research in Science Education, 42(3), 439–467. doi: 10.1007/s11165-010-9205-2
  • Campbell, T., & Neilson, D. (2009). Student ideas & inquiries: Investigating friction in the physics classroom. Science Activities: Classroom Projects and Curriculum Ideas, 46(1), 13–16.
  • *Charney, J., Hmelo-Silver, C. E., Sofer, W., Neigeborn, L., Coletta, S., & Nemeroff, M. (2007). Cognitive apprenticeship in science through immersion in laboratory practices. International Journal of Science Education, 29(2), 195–213. doi: 10.1080/09500690600560985
  • Chien, A., & Karlich, L. (2007). Frameworks for making science research accessible for all. Horace, 23(1), 1–5.
  • Chin, C., & Chia, L.-G. (2004). Implementing project work in biology through problem-based learning. Journal of Biological Education, 38(2), 69–75. doi: 10.1080/00219266.2004.9655904
  • Colthurst, D., Kent, M., Mauchaza, R., Senasinghe, T., Sparkes, G., Vasilijevic, F., … Gorecan, O. (2015). Research science in schools: An insight into the student experience in biomedical science and particle physics. School Science Review, 97(358), 44–51.
  • Daly, A. L., & Pinot de Moira, A. (2010). Students’ approaches to learning and their performance in the extended project pilot. The Curriculum Journal, 21(2), 179–200. doi: 10.1080/09585176.2010.480839
  • *Diaz-de-Mera, Y., Notario, A., Aranda, A., Adame, J. A., Parra, A., Romero, E., … Munoz, F. (2011). A research study of tropospheric ozone and meteorological parameters to introduce high school students to scientific procedures. Journal of Chemical Education, 88(4), 392–396. doi: 10.1021/ed1002515
  • *Dijkstra, E., & Goedhart, M. (2011). Evaluation of authentic science projects on climate change in secondary schools: A focus on gender differences. Research in Science & Technological Education, 29(2), 131–146. doi: 10.1080/02635143.2011.581631
  • *Dolan, E. L., Lally, D. J., Brooks, E., & Tax, F. E. (2008). PREPping students for authentic science. Science Teacher, 75(7), 38–43.
  • *Duran, M., Höft, M., Lawson, D. B., Medjahed, B., & Orady, E. A. (2014). Urban high school students’ IT/STEM learning: Findings from a collaborative inquiry- and design-based afterschool program. Journal of Science Education and Technology, 23(1), 116–137. doi: 10.1007/s10956-013-9457-5
  • *Faris, A. (2008). The impact of PBL on the students’ attitudes towards science among nine graders in Hamza Independent School. Retrieved from http://files.eric.ed.gov/fulltext/ED502097.pdf.
  • *Finegold, P. (2015). Authentic biology evaluation update. Unpublished internal document, Isinglass Consultancy.
  • *Gibson, H. L., & Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students’ attitudes toward science. Science Education, 86(5), 693–705. doi: 10.1002/sce.10039
  • Gough, D., & Elbourne, D. (2002). Systematic research synthesis to inform policy, practice and democratic debate. Social Policy and Society, 1(3), 225–236. doi: 10.1017/S147474640200307X
  • Gough, D., Oliver, S., & Thomas, J. (2012). An introduction to systematic reviews. London: Sage.
  • *Grant, L. (2007). CREST award evaluation: Impact study. Liverpool: University of Liverpool. Retrieved October 2015 from http://www.britishscienceassociation.org/crest-evaluation.
  • *Haigh, M. (2007). Can investigative practical work in high school biology foster creativity? Research in Science Education, 37(2), 123–140. doi: 10.1007/s11165-006-9018-5
  • Hmelo-Silver, C. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. doi: 10.1023/B:EDPR.0000034022.16470.f3
  • *Hong, J.-C., Chen, M.-Y., & Hwang, M.-Y. (2013). Vitalizing creative learning in science and technology through an extracurricular club: A perspective based on activity theory. Thinking Skills and Creativity, 8, 45–55. doi: 10.1016/j.tsc.2012.06.001
  • *Hubber, P., Darby, L., & Tytler, R. (2010). Student outcomes from engaging in open science investigations. Teaching Science, 56(4), 8–12.
  • Jenkins, S., & Jeavans, E. (2015). Evaluation of the royal society partnership grants scheme: Full report. Unpublished internal document, The Royal Society/Jenesys Associates.
  • *Kennedy, D. (2014). The role of investigations in promoting inquiry-based science education in Ireland. Science Education International, 24(3), 282–305.
  • Krajcik, J. S., & Blumenfeld, P. (2006). Project-based learning. In R. K. Sawyer (Ed.), The cambridge handbook of the learning sciences (pp. 317–333). Cambridge: Cambridge University Press.
  • Land, R., Meyer, J., & Smith, J. Eds, (2008). Threshold concepts within the disciplines. Rotterdam: Sense Publishers.
  • Metin, D., & Leblebicioglu, G. (2011). How did a science camp affect children’s conceptions of science? Asia-Pacific Forum on Science Learning and Teaching, 12(1), 18–37. Article 2.
  • Meyer, J., & Land, R. (2003). Threshold concepts and troublesome knowledge 1 – linkages to ways of thinking and practising. In C. Rust (Ed.), Improving student learning – Ten years On. Oxford: Oxford Centre for Staff and Learning Development (OCSLD).
  • Millar, R. (2004). The role of practical work in the teaching and learning of science. Paper prepared for the Committee: High School Science Laboratories: Role and Vision, National Academy of Sciences, Washington, DC.
  • Minner, D., Levy, A., & Century, J. (2010). Inquiry-Based science instruction—what Is It and does It matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496. doi: 10.1002/tea.20347
  • *Moote, J. K., Williams, J. M., & Sproule, J. (2013). When students take control: Investigating the impact of the CREST inquiry-based learning program on self-regulated processes and related motivations in young science students. Journal of Cognitive Education and Psychology, 12(2), 178–196. doi: 10.1891/1945-8959.12.2.178
  • *Nuffield Foundation. (2013). Evaluation of the science bursaries for schools and colleges programme*: Final report. (*Now the Nuffield Research Placements scheme) Unpublished internal document.
  • *O’Neill, D. K., & Polman, J. L. (2004). Why educate “little scientists”? examining the potential of practice-based scientific literacy. Journal of Research in Science Teaching, 41(3), 234–266. doi: 10.1002/tea.20001
  • *Rivera Maulucci, M. S., Brown, B. A., Grey, S. T., & Sullivan, S. (2014). Urban middle school students’ reflections on authentic science inquiry. Journal of Research in Science Teaching, 51(9), 1119–1149. doi: 10.1002/tea.21167
  • Roth, W.-M. (1995). Authentic school science knowing and learning in open-inquiry science laboratories. The Netherlands: Kluwer.
  • *Sahin, A. (2013). STEM clubs and science fair competitions: Effects on post-secondary matriculation. Journal of STEM Education: Innovations and Research, 14(1), 5–11.
  • *Schneider, R. M., Blenis, J., Marx, R. W., & Soloway, E. (2002). Performance of students in project-based science classrooms on a national measure of science achievement. Journal of Research in Science Teaching, 39(5), 410–422. doi: 10.1002/tea.10029
  • *Sikes, S. S., & Schwartz-Bloom, R. D. (2009). Direction discovery: A science enrichment program for high school students. Biochemistry and Molecular Biology Education, 37(2), 77–83. doi: 10.1002/bmb.20254
  • *Sonnert, G., Michaels, M., & Sadler, P. (2013). Gender aspects of participation, support, and success in a state science fair. School Science and Mathematics, 113(3), 135–143. doi: 10.1111/ssm.12007
  • *Symington, D., & Tytler, R. (2011). Schools and teachers supporting student open investigations. Teaching Science, 57(1), 8–12.
  • *Welch, A. G. (2010). Using the TOSRA to assess high school students’ attitudes toward science after competing in the FIRST robotics competition: An exploratory study. EURASIA Journal of Mathematics, Science & Technology Education, 6(3), 187–197. doi: 10.12973/ejmste/75239
  • *Yasar, S., & Baker, D. (2003). Impact of involvement in a science fair on seventh grade students. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, PA, USA.
  • *Zion, M., Slezak, M., Shapira, D., Link, E., Bashan, N., Brumer, M., … Valanides, N. (2004). Dynamic, open inquiry in biology learning. Science Education, 88(5), 728–753. doi: 10.1002/sce.10145