Speaker
Description
School-based research initiatives aim to mimic authentic scientific practice, yet their epistemic rigour varies considerably. This contribution presents a comparative reflection across four formats: primary-level research projects (School Closer to Science), a secondary-school citizen science project (AHS Radon Hunt), a national high school student research competition (AstroFarmer), and an intensive inquiry-based AHS Masterclass program. The analysis distinguishes between epistemic authenticity and methodological rigour and identifies structural, pedagogical, and institutional constraints shaping students’ work. Rather than attributing variation to individual teachers, the study highlights systemic factors that influence epistemic outcomes in school environments.
| Education level | Age 15-18 (Secondary education) |
|---|---|
| Physics topic | Full curriculum |
| Research focus | Active learning |
| Research method | Practitioner’s Inquiry / Action Research (Qualitative research) |