Science Research Program Guide - Secondary Programs Home ...

Sometimes problems may be avoided by contacting the vendor by phone and making direct
inquiries concerning material availability, cost and shipping. It is also suggested that the
teacher periodically contact the vendor representative to monitor the progress of the orders.
Purchase order requests must be completed and approved before submission to the bookkeeper
for procurement. The procurement process can be more efficient when the science research
teacher works closely with the school bookkeeper.
The teacher should create a procurement schedule that takes into account unforeseen problems.
For example, the vendor may fill your order incorrectly or ship faulty equipment. Shipping
delays or severe weather may destroy live shipments. Backorders are common, especially if the
ordered materials are in demand by other science programs. Exotic materials, such as special
chemicals or specimens, may be difficult to locate and therefore may require more time to
procure. The science research teacher should review a Material Safety Data Sheet for each
substance before ordering.
Student Research Implementation
During this phase of the project, the students start their experimentation and/or other activities,
generating research data. Science research is, by its very nature, a problem solving activity.
Therefore, the science research teacher should work closely with his or her students to assist
them in solving problems they encounter. This phase of the process can be one of the most
interesting and challenging experiences for both the students and the teacher. The teacher may
be engaged in a diverse range of instructional activities such as assisting in constructing a
hydroponics apparatus or teaching computer data collection techniques. The teacher must be
skilled at disseminating time and attention to his or her students based on prioritized criteria.
This is a challenging skill that is best acquired through practice, but one which can have a very
positive effect on the students’ science research experiences.
Progress Evaluation
A system should be established for evaluating student progress during the science research
project. This could be accomplished in a number of ways including student/teacher
conferencing, formal evaluations such as log/data book checks, oral presentations or periodic
progress reports. For example, a weekly progress report could include a summary of progress,
a description of problems encountered and possible solution strategies to those problems. Such
reports not only keep the teacher informed about student progress, but may also keep the
student focused on working out the details of their project. In addition to teacher evaluations,
mentors could be invited to the school to work with students, individually or in groups, to
evaluate progress and offer suggestions. (Refer to Appendix C)
Research Paper
A Research Paper is a recommended part of a science project. It entails the major components
of the research project compiled as a single document. During this phase of the research, the
student can be writing certain sections of the paper such as the Introduction,
Procedure/Methodology, and Bibliography. (Refer to Appendix B)
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