Kim Choah, Preston Kiam, Braga Alice, Fankhauser Sarah C
Harvard University, Cambridge, Massachusetts, USA.
Journal of Emerging Investigators, Chandler, Arizona, USA.
J Microbiol Biol Educ. 2023 Mar 30;24(1). doi: 10.1128/jmbe.00199-22. eCollection 2023 Apr.
In various formats, students at the secondary and postsecondary levels participate in multiweek authentic science research projects. There have been many papers explaining the operations of such programs, but few have provided explicit instruction on how to incorporate authentic communication practices into the student research process. In this paper, we describe how we integrated primary literature into an 8-week online research program for 8th to 11th graders. Each week, students were introduced to a specific section of a primary research article reflecting different stages of their research project, and they were guided on how to write that specific section for their own research paper. By the end of the program, students had an outline or first draft of a primary research paper based on their research. Following completion of the program, student participants reported greater self-efficacy and confidence in scientific writing. Here, we describe our approach and provide an adaptable framework for integrating primary literature into research projects.
在不同形式下，中学和高中后的学生参与为期数周的真实科学研究项目。已经有许多论文解释此类项目的运作，但很少有论文提供关于如何将真实交流实践融入学生研究过程的明确指导。在本文中，我们描述了我们如何将原始文献整合到一个针对8至11年级学生的为期8周的在线研究项目中。每周，学生们都会接触到一篇原始研究文章的特定部分，这反映了他们研究项目的不同阶段，并会得到如何为自己的研究论文撰写该特定部分的指导。到项目结束时，学生们已经有了基于自己研究的原始研究论文的大纲或初稿。项目完成后，参与的学生报告说在科学写作方面有了更高的自我效能感和信心。在此，我们描述我们的方法，并提供一个将原始文献整合到研究项目中的可适应框架。
