Authentic High School Research Experiences: A Meta-synthesis

Research is often associated with both positive outcomes and arduous experiences for high school learners. This meta-synthesis aimed to synthesize findings that examined the day to day interactions and practices among research-engaged high school classrooms and how high school learners engaged themselves in the writing of a research paper. The synthesis generated 6 distinct themes with opposing concepts: (1) mapping out the journey vs. navigating independently; (2) privileging product over process; (3) driving on training wheels vs. steering independently; (4) teaching the life beyond while neglecting the primary and secondary skills; (5) climbing the brick wall vs. finding the silver lining and (6) living the new prescription vs. misconstruing research digitization. The synthesis translated into two higher-order concepts: (1) disorientation on inherent challenges and non-preparation for system reworking and (2) balancing preparations and expectations. These concepts consider the experience among high school learners as a foundation for improved instructional practices among teachers and research institutions.对于高中学习者而言，科研活动往往兼具积极成果与艰辛体验。本次元综合（meta-synthesis）旨在整合相关研究发现，这些发现聚焦于参与科研的高中课堂中的日常互动与实践，以及高中学习者如何参与科研论文的撰写工作。 本次元综合共提炼出6组具有对立属性的核心主题： (1) 规划科研路径 vs. 独立探索前行； (2) 重成果轻过程； (3) 依赖辅助指导 vs. 自主掌控方向； (4) 侧重传授外延性内容却忽视基础与进阶技能； (5) 遭遇碰壁困境 vs. 探寻一线转机； (6) 顺应科研数字化新规 vs. 误读科研数字化内涵。 本次元综合进一步凝练出两个高阶概念： (1) 对固有挑战的认知迷茫与未做好体系重构的准备； (2) 平衡筹备工作与预期目标。 上述概念将高中学习者的科研体验，视为优化教师与科研机构教学实践的重要基础。