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AuthorAhmad, Zubair
AuthorAmmar, Mohammad
AuthorAl-Thani, Noora J.
Available date2023-01-15T09:56:20Z
Publication Date2021-11-01
Publication NameEducation Sciences
Identifierhttp://dx.doi.org/10.3390/educsci11110743
CitationAhmad, Z.; Ammar, M.; Al-Thani, N.J. Pedagogical Models to Implement Effective STEM Research Experience Programs in High School Students. Educ. Sci. 2021, 11, 743. https://doi.org/10.3390/educsci11110743
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85119836151&origin=inward
URIhttp://hdl.handle.net/10576/38379
AbstractHigh school research experience programs (HSREPs) provide opportunities for true science education and expose students to scientific investigations in laboratory settings. Various HSREPs models have been practiced to shape students’ research understandings; however, a systematic comparison of the success, challenges, and opportunities of these HSREPs has not been gauged. This article compares the effectiveness of such science, technology, engineering, and mathematics (STEM) based HSREP models reported in the last two decades. We shortlisted seventeen studies on the most effective HSREPs and identified the characteristics of these reports. Results show that student research experiences vary depending on the structure of the model used and the nature of the laboratory setting to which students are exposed. However, there is a dire need to integrate more collaborative and customized research practices to accommodate more students in HSREPs. Additionally, intensive support, mentoring, and coaching are essential to provide students a comprehensive understanding to excel in their research career pathway. Finally, there is a desperate need for further studies to develop the frameworks that can help the smooth transition of high school students into research-oriented university programs.
Languageen
PublisherMDPI
SubjectEducational reform
High school
Research experience
Scientific inquiry
STEM
TitlePedagogical models to implement effective stem research experience programs in high school students
TypeArticle Review
Issue Number11
Volume Number11
ESSN2227-7102
dc.accessType Open Access


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