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The experiences of active participation in academic conferences for high school science students

机译：高中科学院积极参与学术会议的经验

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摘要

Background: A diverse range of opportunities for high school students to undertake Independent Research Projects (IRPs) in science and this is a beneficial aspect of high school science provision. In Higher Education, the importance of students undertaking research as part of their learning, including presenting at authentic, academic conferences, is increasingly recognised. Purpose: To date, research has little considered the experiences of high school students who present their scientific research at conferences, to audiences of academics and peers, and this study seeks to contribute to understanding in this area. Sample: Twenty seven high school science students from four state-maintained schools. Design and methods: This qualitative research incorporates the 'Students as Partners' (SaP) approach. SaP is present in the ways in which teachers and students worked in research and in contributing to authentic conferences. SaP is also reflected in the composition of the author team of this article; the first author worked for the organisation that delivered the conferences, the second author was a school student who participated in a focus group, having previously presented her research at one of these conferences, and the third author is based in a higher education institution. Student experiences were shared through five focus groups held at the students' schools and thematic analysis was used to explore these experiences. Results: High school students benefit from the opportunity to present their research at academic conferences, but they need support and guidance in the pre-conference and post-conference phases as well as at the conference to gain the most from the experience. Conclusion: Future research must consider the ways in which students from under-represented groups can be supported to view IRPs and presenting research at conferences as opportunities that are open to them if these opportunities are to be genuinely open to all students.
机译：背景：高中学生在科学中进行独立研究项目（IRP）的各种机会，这是高中科学提供的有益方面。在高等教育中，学生作为其学习的一部分进行研究的重要性，包括在正宗的学术会议上越来越认识到。目的：迄今为止，研究几乎没有考虑过高中学生在会议上展示他们科学研究的高中生的经验，以及学者和同龄人的观众，并致力于在这一领域促进理解。样本：来自四所国维持学校的二十七名高中科学生。设计与方法：这个定性研究融入了“学生作为合作伙伴”（SAP）方法。 SAP以教师和学生在研究中致力于贡献的方式存在，并促进正宗会议。 SAP还反映在本文作者团队的组成中;第一个作者为送达会议的组织工作，第二作者是参加焦点小组的学校学生，此前在这些会议之一提交了她的研究，第三作者是在高等教育机构的基础上。学生经历通过五个举办的学生学校举行的五个焦点小组分享，专题分析用于探索这些经验。结果：高中生受益于在学术会议上呈现研究的机会，但他们需要在会议前和会议前阶段以及会议中获得支持和指导，并在会议上获得最大的经验。结论：未来的研究必须考虑所代表非代表性群体的学生，以便在会议中查看IRPS并将研究作为对他们开放的机会，如果这些机会要真正向所有学生开放。

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