Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students.
Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students.
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DOI：
10.1080/09500693.2018.1511936
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发表时间：
2018
影响因子：
2.3
通讯作者：
Torrance Jenkins R
中科院分区：
文献类型：
--
作者：
Bennett J;Dunlop L;Knox KJ;Reiss MJ;Torrance Jenkins R
实用独立研究项目（IRP）是许多国家学校科学的一个特点。为了评估IRP对学生的影响，对文献进行了系统的回顾。39篇论文符合审查纳入标准，报告了12个国家的工作。审查表明，IRP往往与更广泛的举措，如真实的科学，基于问题的学习，基于项目的学习。在重点、提供模式、评估、大学和雇主等外部伙伴的参与以及供资方面，国际注册项目的工作性质有很大的差异，这种差异影响到对影响证据基础质量的判断。大多数的研究审查探索领域，如概念的理解，学习科学的动机，一旦它不再是强制性的和对科学的态度，和实践技能的发展。确定的好处有关的科学思想的学习，科学的情感反应，追求涉及科学的职业生涯的看法，和一系列技能的发展。对传统上代表性不足的群体进行的研究表明，这些学生对科学的看法更为积极，因为他们参加了独立研究计划。审查结果表明，需要进一步的工作，以提高现有证据的质量，考虑的方式，可以有效地评估IRPs，更充分地探讨传统上代表性不足的群体的潜在利益，并更充分地探讨在高中水平参与IRPs的潜在长期利益。
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.
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影响因子：
3
作者：
Diaz-de-Mera, Yolanda;Notario, Alberto;Munoz, Fernando
通讯作者：
Munoz, Fernando
DOI：
10.1080/02635143.2011.581631
发表时间：
2011-01-01
影响因子：
1.6
作者：
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通讯作者：
Goedhart, Martin
影响因子：
4.3
作者：
Gibson, HL;Chase, C
通讯作者：
Chase, C
影响因子：
1.1
作者：
Chin, C;Chia, LG
通讯作者：
Chia, LG
影响因子：
1.6
作者：
Daly, Anthony L.;de Moira, Anne Pinot
通讯作者：
de Moira, Anne Pinot