Related papers
On Becoming a Better Scientist
Raymond Huey
Israel Journal of Ecology & Evolution, 2011
Good scientific research yields insights that are important and general. But the process of learning to do good science is far from simple, and the inherent challenges are often more motivational than scientific. I review various ways that may help scientists (especially young ones) to do better research. Perhaps the most important is to spend time with people who are smart, productive, and enjoy what they are doing: motivation and success are infectious. Trying some risky projects, for which success is not guaranteed, can enhance motivation. Before tackling risky projects, however, seek advice from those with experience; but make your own decision. Always be as self-directed as possible (and as political): actively seek opportunities and…
View PDFchevron_right
Becoming a Successful Scientist
Md Ekram Hossain
View PDFchevron_right
Advice to a young researcher: with reminiscences of a life in science
J Michael T Thompson
Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 2013
View PDFchevron_right
Educating the Next Generation of Leading Scientists: Turning Ideas into Action
Mark Clampin, John Mather
2009
The core of scientific research is turning new ideas into reality. From the school science fair to the search for the secrets of dark energy, high-quality research consists of scientific investigation constrained within the scope of a well-defined project. Large or small, generously funded or just scraping by,scientific projects use time, money, and information to turn ideas into plans, plans
View PDFchevron_right
F1000Prime recommendation of Why is it so hard to do good science?
Amy Milton
F1000 - Post-publication peer review of the biomedical literature
View PDFchevron_right
Problems Encountered During the Scientific Research Process in Graduate Education: The Institute of Educational Sciences
Ozlem Afacan
This study was conducted to determine the problems faced by graduate students when conducting scientific research and to make suggestions for solving these problems. The research model was a case study. Semi-structured interviews were conducted with participants in the study with questions about the problems encountered during scientific research in graduate education, recommendations for solutions to these problems, and participants' experiences in terms of their scientific research knowledge and skills. As a result of the discussions, the participants suggested that courses should be more practical and that there should be more taught courses, so that educators can direct students and facilitate access to resources.
View PDFchevron_right
Practical Independent Research Projects in science: a synthesis and evaluation of the evidence of impact on high school students.
Michael J Reiss
International Journal of Science Education, 2018
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 whether 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.
View PDFchevron_right
Students becoming researchers
Michael J Reiss
Dunlop, L., Bennett, J., Knox, K. J., Reiss, M. J. & Torrance-Jenkins, R. (2019) Students becoming researchers. School Science Review, 100(372), 69-75., 2019
This article describes the results of a study into students' experiences of independent research project work in science. Independent research projects are projects in which students are supervised (usually by a teacher, scientist or both) to work independently on a scientific problem or question over an extended period. We collected data from 39 young people aged 16-19 engaged in independent research project work using group interviews and found that the projects gave them experience of thinking and acting like a researcher, and had an impact on their aspirations for future study or employment in science.
View PDFchevron_right
Faculty Opinions recommendation of Why is it so hard to do good science?
Yehezkel Ben-Ari
Faculty Opinions – Post-Publication Peer Review of the Biomedical Literature, 2018
View PDFchevron_right
Student Experiences of Carrying out a Practical Science Investigation Under Direction
Anne Hume
International Journal of Science Education, 2008
View PDFchevron_right