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Twenty Tips for High-School Students Engaging in Research with Scientists

Authors
  • Andújar, Berta1
  • Campderrós, Gerard1
  • García, María1
  • Marino, Macarena1
  • Mas, Marta1
  • Narbona, Lara1
  • Pérez, Laia1
  • Rodrigo, Pau1
  • Velásquez, Anna Júlia1
  • Vilà, Joana1
  • Laguna, Daniel1
  • Flutre, Timothée2
  • Bonnefond, Mathilde3
  • Sescousse, Guillaume3
  • Riboli-Sasco, Livio4
  • 1 Institut Lluis de Requesens, Molins de Rei, Catalunya , (Spain)
  • 2 UMR AGAP, INRA, Montpellier , (France)
  • 3 Donders Institute for Brain, Cognition and Behavior, Radboud University Nijmegen, Nijmegen , (Netherlands)
  • 4 Atelier des Jours à Venir, Paris , (France)
Type
Published Article
Journal
Frontiers for Young Minds
Publisher
Frontiers Media SA
Publication Date
May 27, 2015
Volume
3
Identifiers
DOI: 10.3389/frym.2015.00007
Source
Frontiers
Disciplines
  • Neuroscience
  • Core Concept
License
Green

Abstract

Ten high-school students from Catalunya and two neuroscientists from the Netherlands started a research collaboration in 2012 investigating how colors may influence learning abilities. This research question was defined and developed solely by the students, with researchers joining the project later through the guidance of a facilitator and a teacher. This rather radical approach to “citizen-science” involved research collaborations on citizen-generated questions and was extremely rewarding for both parties involved. It provided skills, empowered participants, and enhanced the social relevance of science while allowing interactions that might have never happened otherwise. But the process was also challenging, which motivated the team of 10 students to propose “Twenty Tips” for other students interested in embarking on a similar journey. In the spirit of all research within this project, this article was a collaborative effort between the participants and thus departs structurally from other scientific articles.

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