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 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.

中文翻译：

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实用的独立科学研究项目：对高中生影响的证据的综合和评估。

实用独立研究项目（IRP）是许多国家学校科学的一个特色。为了评估 IRP 对学生的影响，对文献进行了系统回顾。39 篇论文符合评审纳入标准，报告了来自 12 个国家的工作。审查表明，IRP 通常与更广泛的举措相关，例如真实科学、基于问题的学习和基于项目的学习。IRP 工作的性质在重点、提供模式、评估、大学和雇主等外部合作伙伴的参与以及资金方面存在很大差异，这种多样性影响了对影响证据基础质量的判断。大多数研究都探讨了概念理解、科学不再是必修课后学习科学的动机、对科学的态度以及实践技能的发展等领域。确定了与学习科学思想、对科学的情感反应、追求涉及科学的职业的观点以及发展一系列技能有关的好处。针对传统上代表性不足群体的研究表明，这些学生由于参加了 IRP，对科学感觉更加积极。审查结果表明，需要开展进一步的工作来提高现有证据的质量，考虑有效评估 IRP 的方法，更充分地探索传统上代表性不足群体的潜在利益，并更充分地探索高中阶段参与 IRP 的潜在长期好处。