Being a scientist: the role of practical research projects in school science

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Standard

Being a scientist: the role of practical research projects in school science. / Bennett, Judith; Dunlop, Lynda; Knox, Kerry Jane; Torrance Jenkins, Rebecca; Reiss, Michael.

Engaging Learners with Chemistry. ed. / Ilka Parchmann; Shirley Simon; Jan Apotheker. Royal Society of Chemistry, 2020. p. 32-51.

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Harvard

Bennett, J, Dunlop, L, Knox, KJ, Torrance Jenkins, R & Reiss, M 2020, Being a scientist: the role of practical research projects in school science. in I Parchmann, S Simon & J Apotheker (eds), Engaging Learners with Chemistry. Royal Society of Chemistry, pp. 32-51. https://doi.org/10.1039/9781788016087

APA

Bennett, J., Dunlop, L., Knox, K. J., Torrance Jenkins, R., & Reiss, M. (Accepted/In press). Being a scientist: the role of practical research projects in school science. In I. Parchmann, S. Simon, & J. Apotheker (Eds.), Engaging Learners with Chemistry (pp. 32-51). Royal Society of Chemistry. https://doi.org/10.1039/9781788016087

Vancouver

Bennett J, Dunlop L, Knox KJ, Torrance Jenkins R, Reiss M. Being a scientist: the role of practical research projects in school science. In Parchmann I, Simon S, Apotheker J, editors, Engaging Learners with Chemistry. Royal Society of Chemistry. 2020. p. 32-51 https://doi.org/10.1039/9781788016087

Author

Bennett, Judith ; Dunlop, Lynda ; Knox, Kerry Jane ; Torrance Jenkins, Rebecca ; Reiss, Michael. / Being a scientist: the role of practical research projects in school science. Engaging Learners with Chemistry. editor / Ilka Parchmann ; Shirley Simon ; Jan Apotheker. Royal Society of Chemistry, 2020. pp. 32-51

Bibtex - Download

@inbook{33bf449f70ae4f8bb192939663bc43ec,
title = "Being a scientist: the role of practical research projects in school science",
abstract = "Practical research projects are a feature of school science provision in several countries, very often linked to a belief that studying science in the context of real-life questions has benefits for students in relation to both academic performance and motivation to study science.To assess the impact of practical research projects on students, a mixed-methods study was undertaken comprising a systematic review of the literature together with students and teacher interviews. The review encompassed thirty-nine papers reporting on work from twelve countries. The review indicated that practical research projects are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning. The review demonstrated that there is considerable variability in the nature of practical research projects work in relation to their focus, models of provision, methods of assessment, the involvement of external partners such as universities and employers, and funding. The review pointed to benefits of undertaking practical research projects including learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills. Student interviews showed that views of practical research projects were largely positive. Students felt that the projects provided them with an authentic experience of being a scientist and influenced their future career and study choices. Teacher interviews indicated that views of practical research projects were also positive, with projects being seen as motivational for their students. Some concerns were expressed over time demands. Teachers also felt that involvement with the projects provided them with good professional development and professional satisfaction.",
author = "Judith Bennett and Lynda Dunlop and Knox, {Kerry Jane} and {Torrance Jenkins}, Rebecca and Michael Reiss",
year = "2020",
doi = "10.1039/9781788016087",
language = "English",
pages = "32--51",
editor = "Ilka Parchmann and Shirley Simon and Jan Apotheker",
booktitle = "Engaging Learners with Chemistry",
publisher = "Royal Society of Chemistry",
address = "United Kingdom",

}

RIS (suitable for import to EndNote) - Download

TY - CHAP

T1 - Being a scientist: the role of practical research projects in school science

AU - Bennett, Judith

AU - Dunlop, Lynda

AU - Knox, Kerry Jane

AU - Torrance Jenkins, Rebecca

AU - Reiss, Michael

PY - 2020

Y1 - 2020

N2 - Practical research projects are a feature of school science provision in several countries, very often linked to a belief that studying science in the context of real-life questions has benefits for students in relation to both academic performance and motivation to study science.To assess the impact of practical research projects on students, a mixed-methods study was undertaken comprising a systematic review of the literature together with students and teacher interviews. The review encompassed thirty-nine papers reporting on work from twelve countries. The review indicated that practical research projects are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning. The review demonstrated that there is considerable variability in the nature of practical research projects work in relation to their focus, models of provision, methods of assessment, the involvement of external partners such as universities and employers, and funding. The review pointed to benefits of undertaking practical research projects including learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills. Student interviews showed that views of practical research projects were largely positive. Students felt that the projects provided them with an authentic experience of being a scientist and influenced their future career and study choices. Teacher interviews indicated that views of practical research projects were also positive, with projects being seen as motivational for their students. Some concerns were expressed over time demands. Teachers also felt that involvement with the projects provided them with good professional development and professional satisfaction.

AB - Practical research projects are a feature of school science provision in several countries, very often linked to a belief that studying science in the context of real-life questions has benefits for students in relation to both academic performance and motivation to study science.To assess the impact of practical research projects on students, a mixed-methods study was undertaken comprising a systematic review of the literature together with students and teacher interviews. The review encompassed thirty-nine papers reporting on work from twelve countries. The review indicated that practical research projects are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning. The review demonstrated that there is considerable variability in the nature of practical research projects work in relation to their focus, models of provision, methods of assessment, the involvement of external partners such as universities and employers, and funding. The review pointed to benefits of undertaking practical research projects including learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills. Student interviews showed that views of practical research projects were largely positive. Students felt that the projects provided them with an authentic experience of being a scientist and influenced their future career and study choices. Teacher interviews indicated that views of practical research projects were also positive, with projects being seen as motivational for their students. Some concerns were expressed over time demands. Teachers also felt that involvement with the projects provided them with good professional development and professional satisfaction.

U2 - 10.1039/9781788016087

DO - 10.1039/9781788016087

M3 - Chapter (peer-reviewed)

SP - 32

EP - 51

BT - Engaging Learners with Chemistry

A2 - Parchmann, Ilka

A2 - Simon, Shirley

A2 - Apotheker, Jan

PB - Royal Society of Chemistry

ER -