Young researchers are often excluded from the scholarly processes of peer‐review and publication, which are cornerstones of scholarly work. The
Writing for Identity? Exploring the Motivation of Pre-College Students to Participate in Science Publication
In a typical science class, communication exercises may include a variety of outputs including lab reports, posters, reflective writing, or research proposals. However, a growing number of students are engaging in more complex and professional communication endeavors, including scientific publication. The chance to write a research paper and experience the peer-review and publication processes may provide students the opportunity to integrate several practices from the Next Generation Science Standards, as well as share their research in a more public setting. Although we have some limited understanding in terms of the outcomes that students experience when engaging in peer-review and publication of their science research papers, we have no information or data regarding why students want to participate in these processes. As such, the purpose of this study is to investigate the motivations of pre-college students to pursue peer-review and publication of their scientific research papers. Using the theory of science identity to analyze the data, I found that students view publication as a mechanism to grow their scientific skills and be recognized as a scientist. The findings suggest that providing students the opportunity to share their research in more public settings could be a factor in developing their science identity.
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- Award ID(s):
- 2010333
- PAR ID:
- 10500361
- Publisher / Repository:
- National Association for Research in Science Teaching
- Date Published:
- Format(s):
- Medium: X
- Location:
- Denver Colorado
- Sponsoring Org:
- National Science Foundation
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Abstract Journal of Emerging Investigators is an open access journal dedicated to publishing the research of middle and high school students. We surveyed student authors before and after they participated in the peer‐review and publication process of their scientific articles. Following peer‐review and publication, students report gains in their confidence and self‐efficacy in science, and increased feelings of identity and belonging in science. Our findings demonstrate that even the youngest scholars are capable of participating in the publication process, and our data suggest that participation in the process has positive outcomes. -
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