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How to Write a Research Paper as a High School Student

By Carly Taylor

Senior at Stanford University

6 minute read

Read our guide to learn why you should write a research paper and how to do so, from choosing the right topic to outlining and structuring your argument.

What is a research paper?

A research paper poses an answer to a specific question and defends that answer using academic sources, data, and critical reasoning. Writing a research paper is an excellent way to hone your focus during a research project , synthesize what you’re learning, and explain why your work matters to a broader audience of scholars in your field.

The types of sources and evidence you’ll see used in a research paper can vary widely based on its field of study. A history research paper might examine primary sources like journals and newspaper articles to draw conclusions about the culture of a specific time and place, whereas a biology research paper might analyze data from different published experiments and use textbook explanations of cellular pathways to identify a potential marker for breast cancer.

However, researchers across disciplines must identify and analyze credible sources, formulate a specific research question, generate a clear thesis statement, and organize their ideas in a cohesive manner to support their argument. Read on to learn how this process works and how to get started writing your own research paper.

Choosing your topic

Tap into your passions.

A research paper is your chance to explore what genuinely interests you and combine ideas in novel ways. So don’t choose a subject that simply sounds impressive or blindly follow what someone else wants you to do – choose something you’re really passionate about! You should be able to enjoy reading for hours and hours about your topic and feel enthusiastic about synthesizing and sharing what you learn.

We've created these helpful resources to inspire you to think about your own passion project . Polygence also offers a passion exploration experience where you can dive deep into three potential areas of study with expert mentors from those fields.

Ask a difficult question

In the traditional classroom, top students are expected to always know the answers to the questions the teacher asks. But a research paper is YOUR chance to pose a big question that no one has answered yet, and figure out how to make a contribution to answering that question. So don’t be afraid if you have no idea how to answer your question at the start of the research process — this will help you maintain a motivational sense of discovery as you dive deeper into your research. If you need inspiration, explore our database of research project ideas .

Be as specific as possible

It’s essential to be reasonable about what you can accomplish in one paper and narrow your focus down to an issue you can thoroughly address. For example, if you’re interested in the effects of invasive species on ecosystems, it’s best to focus on one invasive species and one ecosystem, such as iguanas in South Florida , or one survival mechanism, such as supercolonies in invasive ant species . If you can, get hands on with your project.

You should approach your paper with the mindset of becoming an expert in this topic. Narrowing your focus will help you achieve this goal without getting lost in the weeds and overwhelming yourself.

Would you like to write your own research paper?

Polygence mentors can help you every step of the way in writing and showcasing your research paper

Preparing to write

Conduct preliminary research.

Before you dive into writing your research paper, conduct a literature review to see what’s already known about your topic. This can help you find your niche within the existing body of research and formulate your question. For example, Polygence student Jasmita found that researchers had studied the effects of background music on student test performance, but they had not taken into account the effect of a student’s familiarity with the music being played, so she decided to pose this new question in her research paper.

Pro tip: It’s a good idea to skim articles in order to decide whether they’re relevant enough to your research interest before committing to reading them in full. This can help you spend as much time as possible with the sources you’ll actually cite in your paper.

Skimming articles will help you gain a broad-strokes view of the different pockets of existing knowledge in your field and identify the most potentially useful sources. Reading articles in full will allow you to accumulate specific evidence related to your research question and begin to formulate an answer to it.

Draft a thesis statement

Your thesis statement is your succinctly-stated answer to the question you’re posing, which you’ll make your case for in the body of the paper. For example, if you’re studying the effect of K-pop on eating disorders and body image in teenagers of different races, your thesis may be that Asian teenagers who are exposed to K-pop videos experience more negative effects on their body image than Caucasian teenagers.

Pro Tip: It’s okay to refine your thesis as you continue to learn more throughout your research and writing process! A preliminary thesis will help you come up with a structure for presenting your argument, but you should absolutely change your thesis if new information you uncover changes your perspective or adds nuance to it.

Create an outline

An outline is a tool for sketching out the structure of your paper by organizing your points broadly into subheadings and more finely into individual paragraphs. Try putting your thesis at the top of your outline, then brainstorm all the points you need to convey in order to support your thesis.

Pro Tip : Your outline is just a jumping-off point – it will evolve as you gain greater clarity on your argument through your writing and continued research. Sometimes, it takes several iterations of outlining, then writing, then re-outlining, then rewriting in order to find the best structure for your paper.

Writing your paper

Introduction.

Your introduction should move the reader from your broad area of interest into your specific area of focus for the paper. It generally takes the form of one to two paragraphs that build to your thesis statement and give the reader an idea of the broad argumentative structure of your paper. After reading your introduction, your reader should know what claim you’re going to present and what kinds of evidence you’ll analyze to support it.

Topic sentences

Writing crystal clear topic sentences is a crucial aspect of a successful research paper. A topic sentence is like the thesis statement of a particular paragraph – it should clearly state the point that the paragraph will make. Writing focused topic sentences will help you remain focused while writing your paragraphs and will ensure that the reader can clearly grasp the function of each paragraph in the paper’s overall structure.

Transitions

Sophisticated research papers move beyond tacking on simple transitional phrases such as “Secondly” or “Moreover” to the start of each new paragraph. Instead, each paragraph flows naturally into the next one, with the connection between each idea made very clear. Try using specifically-crafted transitional phrases rather than stock phrases to move from one point to the next that will make your paper as cohesive as possible.

In her research paper on Pakistani youth in the U.S. , Polygence student Iba used the following specifically-crafted transition to move between two paragraphs: “Although the struggles of digital ethnography limited some data collection, there are also many advantages of digital data collection.” This sentence provides the logical link between the discussion of the limitations of digital ethnography from the prior paragraph and the upcoming discussion of this techniques’ advantages in this paragraph.

Your conclusion can have several functions:

To drive home your thesis and summarize your argument

To emphasize the broader significance of your findings and answer the “so what” question

To point out some questions raised by your thesis and/or opportunities for further research

Your conclusion can take on all three of these tasks or just one, depending on what you feel your paper is still lacking up to this point.

Citing sources

Last but not least, giving credit to your sources is extremely important. There are many different citation formats such as MLA, APA, and Chicago style. Make sure you know which one is standard in your field of interest by researching online or consulting an expert.

You have several options for keeping track of your bibliography:

Use a notebook to record the relevant information from each of your sources: title, author, date of publication, journal name, page numbers, etc.

Create a folder on your computer where you can store your electronic sources

Use an online bibliography creator such as Zotero, Easybib, or Noodletools to track sources and generate citations

You can read research papers by Polygence students under our Projects tab. You can also explore other opportunities for high school research .

If you’re interested in finding an expert mentor to guide you through the process of writing your own independent research paper, consider applying to be a Polygence scholar today!

Your research paper help even you to earn college credit , get published in an academic journal , contribute to your application for college , improve your college admissions chances !

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INTERNATIONAL JOURNAL OF HIGH SCHOOL RESEARCH 

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IJHSR has been published since 2019 and is the leading high school research journal. All manuscripts published by IJHSR are indexed internationally by EBSCO and Google Scholar , which makes it available to be searched by most libraries around the world. IJHSR selects the highest quality of high school student research work in all areas of science, including the behavioral and social sciences, technology, engineering, and math. IJHSR publishes both original research or literature review articles. Six issues are published each year. IJHSR has a rolling admission without a deadline and has an open access to public. A publication is a higher level of presentation and requires higher level of detail and work, therefore it is more  highly valued when compared to poster or oral presentations.

IJHSR is a publication of  Terra Science and Education,  a 501.c.3. nonprofit organization. 

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The Complete Guide To Publishing Your Research In High School

Publishing academic research is becoming a common way for the top high school students to distinguish themselves in the admission process. Yet, for many students what publication is and how to approach it is unclear and confusing. This guide’s goal is to provide a starter for any students interested in research and publication. It comes from the result of working with 500+ students as part of the Lumiere Research Scholar Program.

What does it mean to “Publish Your Research?” What does publication even mean? In short, publishing your research means that you have gone through a rigorous, peer-reviewed process that has analyzed, critiqued, and ultimately accepted your research as legitimate. Scientific publications are gatekeepers to the broader world. If a research piece is not published by a journal, it means that it has not yet passed a rigorous, external analysis of the research.

Publications use a process called the “peer review” which means that fellow researchers in the same field will analyze the paper and its contribution and give feedback to the authors. This process is often double-blind, meaning that the reviewer does not know who the author is and the author does not know who the researcher is.

Is it possible for a high school student to publish their research? The short answer is yes. The longer answer, detailed below, is that there are many different types of journals that have different selectivity rates and bars for rigor. Just like universities, some publications are extremely competitive and provide a very strong external signal for the author. Some journals are less competitive and so provide a less powerful signal. For high school students, there is an emerging group of journals focused on high school or college-level research. These journals understand the limitations of high school students and their ability to do research, and so they are often more feasible (though still difficult) for students to get into. We’ll explore some types of those journals below.

Why publish your research in high school But, why even go to the trouble of publishing? Does it really matter? The short answer again is that it does matter. Publication in a top journal, like the Concord Review , can provide a valuable signal to a college admission officer about your work.

One thing to consider is who is an admission officer (for US universities). These people are usually generalists, meaning they have a broad background, but do not have researcher-level depth in many fields. That means it’s difficult for them to distinguish good research from bad research. What is rigorous and what is just put on an application?

This means that admissions officers search for signals when evaluating research or passion projects. Was the project selected into a selective journal? Did it go through a peer-review process by respected researchers? Was it guided by a researcher who the admission officer would believe? Did the research mentor guide speak positively about the student? All of these are positive signals. The publication is thus not the only way to signal ability, but it is one of the most important for young researchers.

What type of research can get published?

Most types of research can be published. But, the more original research that you can do, the broader the options you have. In other words, if you write a literature review, then your writing and synthesis must be very strong for it to be eligible for most publications. If you do some form of data collection or new data analysis, then the bar for rigor in student publications is usually a little bit lower as the difficulty to do this type of data collection or analysis is higher.

Types of Publication Targets

At Lumiere, we think of publications like students think of universities. There are research journals (most selective), target journals, and safety journals. In short, journals range in their selectivity and rigor. The more selective the journal, the better a signal it gives.

Highly Selective High School & College Publications

The first type of journals that students should think about are highly selective high school & college-level publications. These journals include the Concord Review or the Columbia Junior Science Journal . For example, one Lumiere student’s research was recently admitted to the Cornell Undergraduate Economic Review, a rigorous college-level journal for university-level economic papers. This student was the first high school student to ever be published in the journal, a clear signal.

These journals include both a review process and a limited number of spots in the journal. The Concord Review, for example, accepts about 45 student research papers each year of an estimated 900 submissions. The Columbia Junior Science Journal, similarly, publishes between 10-20 papers each year. Most of these journals will require original research or data collection of some sort.

Rigorous, Peer Reviewed High School Publications

The next level of journals are rigorous, peer-reviewed publications. These journals, such as the Journal of Emerging Investigators or the Journal of Student Research , have a peer-review process. These journals have requirements on the type of papers that are accepted (e.g., some will accept new data analyses, some will accept literature reviews). These journals do not have a certain number of slots predefined, but they do have a bar for what type of research they will accept. For these journals, students will submit their paper and the journal will assign (or ask you to identify) a potential set of reviewers for the paper. These reviewers will be researchers in the field, who hold a PhD. The reviewers will then give back comments. The Journal of Emerging Investigators stands out here among these journals as being one of the most rigorous and providing the most in-depth, critical feedback to students.

Pay to Play Research Journals (AVOID THESE) Finally, there are some journals that are essentially “Pay-to-play” meaning that they will accept any paper as long as a fee is paid. These journals are not only not academically ethical, they can actually be a bad signal in the admission process. For example, I spoke with a former Harvard Admission Officer, Sally Champagne , about her experience with publications. During the late 2000s, there was a high spike in students from Russia submitting “publications” that all linked back to a few fraudulent journals.

You can spot a fraudulent journal if there is a high fee for submitting the paper (some journals will charge a nominal fee to recoup their costs. That is OK, especially if they have a financial aid waiver). If any paper you submit is accepted without any revisions or feedback, then this is also a sign that the publication is not rigorous.

PhD Level Publications in A Field Finally, there are publications that PhD researchers or professors target with their research. These journals are highly selective and can take years of back and forth in order for a paper to be admitted. In general, we do not recommend high school students who are working on independent projects to target these journals for their difficulty and time required. The most common way to target these journals is if you act as a research assistant for a researcher on an existing project and you are credited as a supporting author.

Other Publication Options Beyond journals, there are other ways to showcase your research. I highlight some of those below.

Practitioner publications Another way to showcase your work is to target respected practitioner publications. These are places where non-researchers go to learn about developments. For example, one student in Lumiere published a piece in Tech In Asia summarizing his research on Open Innovation and the Ventilator Market (Tech In Asia is the Tech Crunch equivalent in South East Asia). Other practitioner publications include Online Magazines like Forbes or the Financial Times, local newspapers, or online blogs like the Huffington Post can all serve as possible targets. Generally publications in these places requires direct contact with an editorial manager, who can take a call as to whether your work is appropriate or not. To get to these editorial managers, you’ll need to do some online search and send them a pitch email that explains why your work is relevant to their audience. Offering an “exclusive” can be one additional way to make it attractive to the editors.

Research Conferences Another place to showcase your research is in research conferences. In some fields, like computer science, conferences are actually more common places to publish work than journals. One advantage of research conferences is that they often will accept abstracts of research instead of full-length research articles, making the amount of effort required to get accepted lower. As well, many conferences want more researchers to populate the conference, again making the admission process easier. Example conferences for high school students to look at include the Harvard Science Research Conference or the Sigma Xi Annual Meeting . There are also field specific conferences that you should search for based on your research paper.

Competitions

Finally, a common way to showcase your research is in the form of a student competition. Science fairs, such as ISEF Regeneron , is one common way for students to showcase their work. But, there are dozens of others, including the Genius Olympiad (Environmental Issues), John Locke Essay Competition , or the STEM Fellowship Competition . Competitions can be one of the highest impact ways to show your work because it’s clear signaling. If you can win a competition with hundreds of entrants, then being able to write about it in your application shows your unique ability. In addition, competitions can often be submitted to parallel with other research publications (check your publications requirements before doing that though!).

The Final Word – Publication Can Be High Impact If you have already written a research paper, then I highly encourage you to think about submitting it to high school or college level publications. The majority of work that you have done is spent on the research paper itself. So, if you can spend an additional 10-20 hours to showcase your research, then it’s highly valuable for you.

FAQ About Publications 1. Do I need to publish my research for it to be impactful? No, but it provides a useful signal. Doing research alone is a rare and impressive way for students to showcase their academic depth. If you can publish that research, it adds a layer of external legitimacy to that research.

2. Can I publish a research that is a literature review?

Yes, though, you’ll have to think of which target journals accept that. For example, the Journal of Student Research and the STEM Fellowship Journal both accept literature reviews, but the Journal of Emerging Investigators does not. In general, the more original research that you do (i.e., data analysis, data collection, etc.) the broader the range of publications you can target. With that said, some fields (e.g. astrophysics) can be particularly difficult to do new data collection as a high school student, so for those fields a rigorous literature review is usually the best choice.

3. Are all publications the same?

No. Publications are like universities. Some are highly respected, selective, and rigorous and others are not. The key is for you to identify a journal that is as selective/respected as possible that you can get into. Watch out for pay-to-play journals, as they can become negative signals for you and your application.

Additionally, you can also work on independent research in AI, through Veritas AI's Fellowship Program!

Veritas AI focuses on providing high school students who are passionate about the field of AI a suitable environment to explore their interests.

The programs include collaborative learning, project development, and 1-on-1 mentorship.  These programs are designed and run by Harvard graduate students and alumni and you can expect a great, fulfilling educational experience. Students are expected to have a basic understanding of Python or are recommended to complete the AI scholars program before pursuing the fellowship. 

The   AI Fellowship  program will have students pursue their own independent AI research project. Students work on their own individual research projects over a period of 12-15 weeks and can opt to combine AI with any other field of interest. In the past, students have worked on research papers in the field of AI & medicine, AI & finance, AI & environmental science, AI & education, and more! You can find examples of previous projects   here . 

Location : Virtual

$1,790 for the 10-week AI Scholars program

$4,900 for the 12-15 week AI Fellowship 

$4,700 for both

Need-based financial aid is available. You can apply   here . 

Application deadline : On a rolling basis. Applications for fall cohort have closed September 3, 2023. 

Program dates : Various according to the cohort

Program selectivity : Moderately selective

Eligibility : Ambitious high school students located anywhere in the world. AI Fellowship applicants should either have completed the AI Scholars program or exhibit past experience with AI concepts or Python.

Application Requirements: Online application form, answers to a few questions pertaining to the students background & coding experience, math courses, and areas of interest. 

Stephen is one of the founders of Lumiere and a Harvard College graduate. He founded Lumiere as a PhD student at Harvard Business School. Lumiere is a selective research program where students work 1-1 with a research mentor to develop an independent research paper.

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A Guide to Writing a Scientific Paper: A Focus on High School Through Graduate Level Student Research

Renee a. hesselbach.

1 NIEHS Children's Environmental Health Sciences Core Center, University of Wisconsin—Milwaukee, Milwaukee, Wisconsin.

David H. Petering

2 Department of Chemistry and Biochemistry, University of Wisconsin—Milwaukee, Milwaukee, Wisconsin.

Craig A. Berg

3 Curriculum and Instruction, University of Wisconsin—Milwaukee, Milwaukee, Wisconsin.

Henry Tomasiewicz

Daniel weber.

This article presents a detailed guide for high school through graduate level instructors that leads students to write effective and well-organized scientific papers. Interesting research emerges from the ability to ask questions, define problems, design experiments, analyze and interpret data, and make critical connections. This process is incomplete, unless new results are communicated to others because science fundamentally requires peer review and criticism to validate or discard proposed new knowledge. Thus, a concise and clearly written research paper is a critical step in the scientific process and is important for young researchers as they are mastering how to express scientific concepts and understanding. Moreover, learning to write a research paper provides a tool to improve science literacy as indicated in the National Research Council's National Science Education Standards (1996), and A Framework for K–12 Science Education (2011), the underlying foundation for the Next Generation Science Standards currently being developed. Background information explains the importance of peer review and communicating results, along with details of each critical component, the Abstract, Introduction, Methods, Results , and Discussion . Specific steps essential to helping students write clear and coherent research papers that follow a logical format, use effective communication, and develop scientific inquiry are described.

Introduction

A key part of the scientific process is communication of original results to others so that one's discoveries are passed along to the scientific community and the public for awareness and scrutiny. 1 – 3 Communication to other scientists ensures that new findings become part of a growing body of publicly available knowledge that informs how we understand the world around us. 2 It is also what fuels further research as other scientists incorporate novel findings into their thinking and experiments.

Depending upon the researcher's position, intent, and needs, communication can take different forms. The gold standard is writing scientific papers that describe original research in such a way that other scientists will be able to repeat it or to use it as a basis for their studies. 1 For some, it is expected that such articles will be published in scientific journals after they have been peer reviewed and accepted for publication. Scientists must submit their articles for examination by other scientists familiar with the area of research, who decide whether the work was conducted properly and whether the results add to the knowledge base and are conveyed well enough to merit publication. 2 If a manuscript passes the scrutiny of peer-review, it has the potential to be published. 1 For others, such as for high school or undergraduate students, publishing a research paper may not be the ultimate goal. However, regardless of whether an article is to be submitted for publication, peer review is an important step in this process. For student researchers, writing a well-organized research paper is a key step in learning how to express understanding, make critical connections, summarize data, and effectively communicate results, which are important goals for improving science literacy of the National Research Council's National Science Education Standards, 4 and A Framework for K–12 Science Education, 5 and the Next Generation Science Standards 6 currently being developed and described in The NSTA Reader's Guide to A Framework for K–12 Science Education. 7 Table 1 depicts the key skills students should develop as part of the Science as Inquiry Content Standard. Table 2 illustrates the central goals of A Framework for K–12 Science Education Scientific and Engineering Practices Dimension.

Key Skills of the Science as Inquiry National Science Education Content Standard

National Research Council (1996).

Important Practices of A Framework for K–12 Science Education Scientific and Engineering Practices Dimension

National Research Council (2011).

Scientific papers based on experimentation typically include five predominant sections: Abstract, Introduction, Methods, Results, and Discussion . This structure is a widely accepted approach to writing a research paper, and has specific sections that parallel the scientific method. Following this structure allows the scientist to tell a clear, coherent story in a logical format, essential to effective communication. 1 , 2 In addition, using a standardized format allows the reader to find specific information quickly and easily. While readers may not have time to read the entire research paper, the predictable format allows them to focus on specific sections such as the Abstract , Introduction , and Discussion sections. Therefore, it is critical that information be placed in the appropriate and logical section of the report. 3

Guidelines for Writing a Primary Research Article

The Title sends an important message to the reader about the purpose of the paper. For example, Ethanol Effects on the Developing Zebrafish: Neurobehavior and Skeletal Morphogenesis 8 tells the reader key information about the content of the research paper. Also, an appropriate and descriptive title captures the attention of the reader. When composing the Title , students should include either the aim or conclusion of the research, the subject, and possibly the independent or dependent variables. Often, the title is created after the body of the article has been written, so that it accurately reflects the purpose and content of the article. 1 , 3

The Abstract provides a short, concise summary of the research described in the body of the article and should be able to stand alone. It provides readers with a quick overview that helps them decide whether the article may be interesting to read. Included in the Abstract are the purpose or primary objectives of the experiment and why they are important, a brief description of the methods and approach used, key findings and the significance of the results, and how this work is different from the work of others. It is important to note that the Abstract briefly explains the implications of the findings, but does not evaluate the conclusions. 1 , 3 Just as with the Title , this section needs to be written carefully and succinctly. Often this section is written last to ensure it accurately reflects the content of the paper. Generally, the optimal length of the Abstract is one paragraph between 200 and 300 words, and does not contain references or abbreviations.

All new research can be categorized by field (e.g., biology, chemistry, physics, geology) and by area within the field (e.g., biology: evolution, ecology, cell biology, anatomy, environmental health). Many areas already contain a large volume of published research. The role of the Introduction is to place the new research within the context of previous studies in the particular field and area, thereby introducing the audience to the research and motivating the audience to continue reading. 1

Usually, the writer begins by describing what is known in the area that directly relates to the subject of the article's research. Clearly, this must be done judiciously; usually there is not room to describe every bit of information that is known. Each statement needs one or more references from the scientific literature that supports its validity. Students must be reminded to cite all references to eliminate the risk of plagiarism. 2 Out of this context, the author then explains what is not known and, therefore, what the article's research seeks to find out. In doing so, the scientist provides the rationale for the research and further develops why this research is important. The final statement in the Introduction should be a clearly worded hypothesis or thesis statement, as well as a brief summary of the findings as they relate to the stated hypothesis. Keep in mind that the details of the experimental findings are presented in the Results section and are aimed at filling the void in our knowledge base that has been pointed out in the Introduction .

Materials and Methods

Research utilizes various accepted methods to obtain the results that are to be shared with others in the scientific community. The quality of the results, therefore, depends completely upon the quality of the methods that are employed and the care with which they are applied. The reader will refer to the Methods section: (a) to become confident that the experiments have been properly done, (b) as the guide for repeating the experiments, and (c) to learn how to do new methods.

It is particularly important to keep in mind item (b). Since science deals with the objective properties of the physical and biological world, it is a basic axiom that these properties are independent of the scientist who reported them. Everyone should be able to measure or observe the same properties within error, if they do the same experiment using the same materials and procedures. In science, one does the same experiment by exactly repeating the experiment that has been described in the Methods section. Therefore, someone can only repeat an experiment accurately if all the relevant details of the experimental methods are clearly described. 1 , 3

The following information is important to include under illustrative headings, and is generally presented in narrative form. A detailed list of all the materials used in the experiments and, if important, their source should be described. These include biological agents (e.g., zebrafish, brine shrimp), chemicals and their concentrations (e.g., 0.20 mg/mL nicotine), and physical equipment (e.g., four 10-gallon aquariums, one light timer, one 10-well falcon dish). The reader needs to know as much as necessary about each of the materials; however, it is important not to include extraneous information. For example, consider an experiment involving zebrafish. The type and characteristics of the zebrafish used must be clearly described so another scientist could accurately replicate the experiment, such as 4–6-month-old male and female zebrafish, the type of zebrafish used (e.g., Golden), and where they were obtained (e.g., the NIEHS Children's Environmental Health Sciences Core Center in the WATER Institute of the University of Wisconsin—Milwaukee). In addition to describing the physical set-up of the experiment, it may be helpful to include photographs or diagrams in the report to further illustrate the experimental design.

A thorough description of each procedure done in the reported experiment, and justification as to why a particular method was chosen to most effectively answer the research question should also be included. For example, if the scientist was using zebrafish to study developmental effects of nicotine, the reader needs to know details about how and when the zebrafish were exposed to the nicotine (e.g., maternal exposure, embryo injection of nicotine, exposure of developing embryo to nicotine in the water for a particular length of time during development), duration of the exposure (e.g., a certain concentration for 10 minutes at the two-cell stage, then the embryos were washed), how many were exposed, and why that method was chosen. The reader would also need to know the concentrations to which the zebrafish were exposed, how the scientist observed the effects of the chemical exposure (e.g., microscopic changes in structure, changes in swimming behavior), relevant safety and toxicity concerns, how outcomes were measured, and how the scientist determined whether the data/results were significantly different in experimental and unexposed control animals (statistical methods).

Students must take great care and effort to write a good Methods section because it is an essential component of the effective communication of scientific findings.

The Results section describes in detail the actual experiments that were undertaken in a clear and well-organized narrative. The information found in the Methods section serves as background for understanding these descriptions and does not need to be repeated. For each different experiment, the author may wish to provide a subtitle and, in addition, one or more introductory sentences that explains the reason for doing the experiment. In a sense, this information is an extension of the Introduction in that it makes the argument to the reader why it is important to do the experiment. The Introduction is more general; this text is more specific.

Once the reader understands the focus of the experiment, the writer should restate the hypothesis to be tested or the information sought in the experiment. For example, “Atrazine is routinely used as a crop pesticide. It is important to understand whether it affects organisms that are normally found in soil. We decided to use worms as a test organism because they are important members of the soil community. Because atrazine damages nerve cells, we hypothesized that exposure to atrazine will inhibit the ability of worms to do locomotor activities. In the first experiment, we tested the effect of the chemical on burrowing action.”

Then, the experiments to be done are described and the results entered. In reporting on experimental design, it is important to identify the dependent and independent variables clearly, as well as the controls. The results must be shown in a way that can be reproduced by the reader, but do not include more details than needed for an effective analysis. Generally, meaningful and significant data are gathered together into tables and figures that summarize relevant information, and appropriate statistical analyses are completed based on the data gathered. Besides presenting each of these data sources, the author also provides a written narrative of the contents of the figures and tables, as well as an analysis of the statistical significance. In the narrative, the writer also connects the results to the aims of the experiment as described above. Did the results support the initial hypothesis? Do they provide the information that was sought? Were there problems in the experiment that compromised the results? Be careful not to include an interpretation of the results; that is reserved for the Discussion section.

The writer then moves on to the next experiment. Again, the first paragraph is developed as above, except this experiment is seen in the context of the first experiment. In other words, a story is being developed. So, one commonly refers to the results of the first experiment as part of the basis for undertaking the second experiment. “In the first experiment we observed that atrazine altered burrowing activity. In order to understand how that might occur, we decided to study its impact on the basic biology of locomotion. Our hypothesis was that atrazine affected neuromuscular junctions. So, we did the following experiment..”

The Results section includes a focused critical analysis of each experiment undertaken. A hallmark of the scientist is a deep skepticism about results and conclusions. “Convince me! And then convince me again with even better experiments.” That is the constant challenge. Without this basic attitude of doubt and willingness to criticize one's own work, scientists do not get to the level of concern about experimental methods and results that is needed to ensure that the best experiments are being done and the most reproducible results are being acquired. Thus, it is important for students to state any limitations or weaknesses in their research approach and explain assumptions made upfront in this section so the validity of the research can be assessed.

The Discussion section is the where the author takes an overall view of the work presented in the article. First, the main results from the various experiments are gathered in one place to highlight the significant results so the reader can see how they fit together and successfully test the original hypotheses of the experiment. Logical connections and trends in the data are presented, as are discussions of error and other possible explanations for the findings, including an analysis of whether the experimental design was adequate. Remember, results should not be restated in the Discussion section, except insofar as it is absolutely necessary to make a point.

Second, the task is to help the reader link the present work with the larger body of knowledge that was portrayed in the Introduction . How do the results advance the field, and what are the implications? What does the research results mean? What is the relevance? 1 , 3

Lastly, the author may suggest further work that needs to be done based on the new knowledge gained from the research.

Supporting Documentation and Writing Skills

Tables and figures are included to support the content of the research paper. These provide the reader with a graphic display of information presented. Tables and figures must have illustrative and descriptive titles, legends, interval markers, and axis labels, as appropriate; should be numbered in the order that they appear in the report; and include explanations of any unusual abbreviations.

The final section of the scientific article is the Reference section. When citing sources, it is important to follow an accepted standardized format, such as CSE (Council of Science Editors), APA (American Psychological Association), MLA (Modern Language Association), or CMS (Chicago Manual of Style). References should be listed in alphabetical order and original authors cited. All sources cited in the text must be included in the Reference section. 1

When writing a scientific paper, the importance of writing concisely and accurately to clearly communicate the message should be emphasized to students. 1 – 3 Students should avoid slang and repetition, as well as abbreviations that may not be well known. 1 If an abbreviation must be used, identify the word with the abbreviation in parentheses the first time the term is used. Using appropriate and correct grammar and spelling throughout are essential elements of a well-written report. 1 , 3 Finally, when the article has been organized and formatted properly, students are encouraged to peer review to obtain constructive criticism and then to revise the manuscript appropriately. Good scientific writing, like any kind of writing, is a process that requires careful editing and revision. 1

A key dimension of NRC's A Framework for K–12 Science Education , Scientific and Engineering Practices, and the developing Next Generation Science Standards emphasizes the importance of students being able to ask questions, define problems, design experiments, analyze and interpret data, draw conclusions, and communicate results. 5 , 6 In the Science Education Partnership Award (SEPA) program at the University of Wisconsin—Milwaukee, we found the guidelines presented in this article useful for high school science students because this group of students (and probably most undergraduates) often lack in understanding of, and skills to develop and write, the various components of an effective scientific paper. Students routinely need to focus more on the data collected and analyze what the results indicated in relation to the research question/hypothesis, as well as develop a detailed discussion of what they learned. Consequently, teaching students how to effectively organize and write a research report is a critical component when engaging students in scientific inquiry.

Acknowledgments

This article was supported by a Science Education Partnership Award (SEPA) grant (Award Number R25RR026299) from the National Institute of Environmental Health Sciences of the National Institutes of Health. The SEPA program at the University of Wisconsin—Milwaukee is part of the Children's Environmental Health Sciences Core Center, Community Outreach and Education Core, funded by the National Institute of Environmental Health Sciences (Award Number P30ES004184). The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health or the National Institute of Environmental Health Sciences.

Disclosure Statement

No competing financial interests exist.

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Your chance of acceptance, your chancing factors, extracurriculars, how do i write a research paper as a high school student.

I'm working on a research paper for a competition and it's my first time doing this. Any tips or resources on how to tackle a research paper at the high school level? Thanks!

First off, congratulations on taking the initiative to participate in a research paper competition! Writing a research paper can seem daunting, but breaking it down into steps will make the process more manageable. Here's a step-by-step guide on how to tackle a research paper at the high school level:

1. Choose a topic : Start by selecting a subject that interests you and fits the competition's guidelines. It's important to choose a focused topic rather than a too general or too narrow one.

2. Conduct preliminary research : Familiarize yourself with the topic by looking up related articles, books, and online resources. Note any significant themes, questions, or perspectives that stand out to you during this initial phase.

3. Develop a research question : Based on your early findings, develop a research question that guides your investigation. A strong research question should be clear, focused, and complex enough to require thoughtful analysis.

4. Gather detailed information : Use databases, journals, books, and other reliable sources to collect data related to your research question. Keep track of your sources for citation purposes.

5. Organize and evaluate : As you gather information, analyze the material and look for key points, patterns, and trends. Organize your findings in a logical manner (by theme, chronology, or viewpoint).

6. Develop a thesis : Your thesis statement should be a concise argument that answers your research question and captures the central idea of your paper. This will help guide your writing.

7. Create an outline : Establish a structure for your paper by outlining the introduction, body, and conclusion. This will help you organize your thoughts, create a logical progression of ideas, and keep your paper focused on the main points.

8. Write the paper : Begin by writing a draft of your paper following your outline. Start with the body paragraphs, covering the main points and evidence for each, and then move on to the introduction and conclusion.

9. Revise and edit : After completing your draft, review it for content, organization, grammar, and style. Solicit feedback from peers and teachers who can provide constructive criticism and help you improve the paper.

10. Cite your sources : Use the appropriate citation style (MLA, APA, Chicago, etc.) to document your sources in-text and in a bibliography or works cited page at the end of your paper.

To learn more, read this blog post: https://blog.collegevine.com/how-to-write-research-paper-in-high-school/

Don't forget to carefully follow your competition's specific guidelines and submission criteria throughout the process. Good luck with your research paper!

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58 Good Research Paper Topics for High School Students

June 27, 2023

We’ve all been there: you’re sitting in English or Social Studies, and suddenly your teacher announces those dreaded words: “I’d like you all to pick a topic for your upcoming research paper.” Your stomach lurches as your mind races to think of good research paper topics. Should you write about octopuses or the New York Yankees? Should you write about the history of Barbie and her uber-pink Dreamhouse , or perhaps the evolution of Taylor Swift ’s music career?

We get it: these are hard choices! That’s why we here at College Transitions have compiled the ultimate list to assist you in selecting an excellent research topic.

But First…the All-Important Question: What Makes a Great Topic?

We’re glad you asked! When selecting a topic for your academic research paper, you want to select a compelling topic that immediately grabs the reader’s attention. Just like when choosing a persuasive speech topic or argumentative essay topic , you want to be sure to select a topic that intrigues you personally. This is pivotal for multiple reasons. If you find your topic intriguing, you’ll likely spend more time delving into the subject and gathering information to strengthen your arguments. Additionally, if a topic sparks your curiosity, odds are that your enthusiasm will pique someone else’s interest, too!

The Key to a Good Research Paper: Research

Regardless of the topic you choose, ensure it’s researchable . This means that the subject has sufficient resources for research. Even the most intriguing topic won’t make for a good paper if there’s not much research material out there. Remember: your typical research paper is longer and more in-depth than a regular academic essay. While this means you have more time to explore the topic at hand, it also means that the research paper will rely on more information and analysis of the existing material out there. Before finalizing your topic, make sure to do a preliminary search to guarantee there’s plenty of information out there to help you construct a comprehensive argument, filled with multiple perspectives and facets.

Following Guidelines

Lastly, and most importantly, follow the guidelines your teacher has laid out. If you focus your paper on pop culture, it certainly won’t meet a historical research paper’s requirement! Before embarking on this thrilling intellectual journey, double-check what type of research paper your teacher wants you to write. To prevent future headaches, clarify any rules or conditions upfront.

Now that we’ve covered these key bullet points of what makes a great research paper topic, let’s delve into some examples of topics:

English Literature Research Topics

1) Discuss the profound cultural impact and enduring relevance of Shakespeare’s plays.

2) What roles does feminism play in canonical literary works such as Pride and Prejudice and Jane Eyre ?

3) Investigate the use of symbolism and its impacts on the narrative and theme in a chosen novel, such as J.D. Salinger’s The Catcher in the Rye or Mark Twain’s Huckleberry Finn.

4) Analyze the use of dystopian elements and their social commentary embedded in the works of George Orwell.

Good Research Paper Topics (Continued)

5) Analyze the themes , symbolic representations, and societal critiques of the American Dream as depicted in F. Scott Fitzgerald’s The Great Gatsby .

6) Provide a comprehensive explication of a renowned Shakespearean sonnet or soliloquy, such as this one from Hamlet .

7) Choose a poem such as Robert Frost’s “ The Road Not Taken ” and critically analyze its layered meanings and imagery, as well as their impact on the reader.

Technology Research Topics 

• For a more comprehensive list of technology-related research topics, we’ve compiled an entire list for you here !

8) Compare and contrast the various techniques of solar geoengineering. How have these practices progressed over time? In what direction might they continue to evolve?

9) Art has become readily producible and consumable in the era of technology and artificial intelligence. How does this surge in accessibility impact the worth of artwork? Additionally, should we value physical artworks more than those made by programs like OpenAI’s DALL-E?

10) Does the advancement of cellular agriculture potentially threaten the ideas of a “ circular bioeconomy ?” Should we strive to pursue a circular bioeconomy?

11) Some people say that video games are detrimental to mental health or encourage violence. Study and present findings on whether specific categories or genres of video games provide more cognitive enhancement than others.

12) Since the COVID-19 pandemic, virtual appointments and doctor’s visits have increased exponentially. Does the surge in screen time that comes with digital therapeutics negatively affect mental health?

13) Consider mob mentality  across social media platforms such as TikTok, Twitter, Reddit, Facebook, and Instagram. In what instances and in what contexts is such mentality most prevalent?

Environmental Research Topics

• For a more comprehensive list of environmental-related research topics, we’ve compiled the 50 best ones here !

14) Undertake a comprehensive study of the impacts of climate change on ocean currents and the changes in migration patterns of marine species.

15) Analyze the benefits and drawbacks of urban greenspaces . Discuss potential implementation strategies to ensure equitable access to these spaces, particularly for socio-economically disadvantaged communities.

16) Look at the ethical implications surrounding human intervention in conservation efforts for endangered species.

17) Analyze the environmental impacts of the hospitality and travel industries in terms of pollution and greenhouse gas emissions.

18) How do agricultural land use practices impact biodiversity and the health of ecosystems? Look at the relationship between farming, habitat degradation, and species survival.

19) Conduct an in-depth analysis of the potential economic repercussions of climate change. Focus on the impacts of climate changes on global agricultural productivity and food security, as well as their associated dynamics in the global economy.

20) Conduct an in-depth exploration of the relationship between supply and demand dynamics and their influence on the market.

21) Analyze the impact of globalization on local economies. Examine both the direct and indirect effects of globalization and assess strategies for local economies to adapt and thrive within this system.

22) Write a research paper that investigates the role of cryptocurrencies like Bitcoin in the global economy. What potential do these currencies have to disrupt traditional financial systems? What are their implications for monetary policy?

23) Undertake a study of the impact of China’s economic ascendance on the global economy.

24) Explore the intricate effects of population growth and/or decline on economic systems, considering factors such as labor market dynamics, allocation of resources, and the potential for sustainable development.

Political Science Research Topics

25) Discuss the role of lobbyists in U.S. politics. Scrutinize their influence on policy-making, and discuss the broader implications for democratic representation.

26) What influence does the media have on political elections? Investigate how media coverage shapes public opinion and voter behavior.

27) Analyze the impact of immigration policy on the economy. Examine such policies’ immediate and long-term implications on the labor market and economy.

28) Discuss the role of the Supreme Court in shaping U.S. laws. Focus on the function the Supreme Court plays in establishing legal precedents.

Philosophy 

29) Write a research paper examining the concept of free will, its origins, evolution, and implications.

30) Consider the implications of determinism. Look at its impact on individual agency and moral responsibility within the broader framework of philosophical tradition.

31) Undertake an in-depth analysis of happiness in philosophy, considering its interpretations and their influence on real-world practices.

32) Investigate how various philosophies have perceived consciousness through time. Trace this depiction of consciousness through various philosophical movements.

33) Discuss Nietzsche’s concept of the Übermensch, examining its underpinnings and implications.

Psychology research Topics

34) What role does social media play in shaping an individual’s self-esteem?

35) Explore childhood trauma’s long-lasting impact on adult interpersonal relationships and attachment styles.

36) Analyze the critical role that distinct parenting styles play in molding a child’s personality.

37) Research and discuss the psychological effects and health implications of prolonged exposure to stress.

Art Research Topics

38) Discuss the role of the Renaissance period on modern art, doing a side-by-side analysis of works from both eras.

39) Conduct a thorough analysis of the impact of street art on urban culture, examining how it reshapes public spaces and societal narratives.

40) Investigate the influence of Pop Art on modern design. You might focus on Pop Art’s particular impact on interior design and digital media.

41) Explore the role feminist art plays in promoting gender equality. How do feminist artworks challenge traditional gender roles and/or contribute to societal discourse?

Computer Science Research Topics

42) Artificial Intelligence is advancing rapidly. Analyze the benefits and drawbacks of this technology.

43) Discuss whether the use of facial recognition technology violates individuals’ privacy, as well as the broader implications such technology has on societal well-being.

44) Analyze the use of surveillance technology by the government. Is it ethical for the government to use such technology to monitor its citizens?

45) Investigate the rapid development and long-term effects of various social media platforms.

46) Investigate the history of book bans in schools. Discuss the larger cultural and educational impacts such bans have on students and society.

47) Analyze various forms of schooling, from homeschooling to public and private schools. Consider the implications of each on a child’s education and social skills.

48) Write a research paper examining the use of affirmative action or other race-conscious policies on college campuses. Discuss the impact such policies have, as well as potential benefits and drawbacks.

49) Consider the impact of standardized testing on student performance.

Government and Law Research Topics

50) Consider the role that intellectual property and copyright laws play in innovation.

51) Investigate the impact of anti-trust laws on big corporations. What are the economic effects of these laws?

52) Study the role that law enforcement plays in community safety.

53) Consider the legalization of marijuana on crime rates. Discuss the impact this legalization has had on various communities, as well as its benefits and drawbacks.

History Research Topics

54) Analyze the influence of the Civil Rights movement on modern America. How did this movement shape racial, social, and political dynamics in America?

55) Investigate how the French Revolution reshaped political structures and ideologies across Europe.

56) Analyze the significance of the fall of the Berlin Wall and how it marked a shift in the global balance of power.

57) Delve into the effects of the Cold War, as well as its impacts on global politics.

58) Examine the role that women played during World War II and what impact these roles had on challenging gender norms.

I’ve Got My Topic: What Now?

Once you’ve selected your topic, begin brainstorming ways to shape and craft your argument. Here’s one structure your research paper might take:

• Introduction: The introduction presents your research topic to readers and provides a roadmap for the paper ahead.
• Thesis Statement: Craft a compelling thesis statement summarizing your paper’s central arguments.
• Body : The body of the paper is where your carefully conducted research comes into play. Each paragraph should follow the previous one, building a logical progression of thoughts.
• Conclusion: In your conclusion, you reiterate the points you made in your paper and provide a closing paragraph to neatly tie up any last thoughts.
• Reference Page: This is where you credit your sources.

Once you’ve followed this structure, you’re on your way to crafting an excellent research paper. Of course, don’t let pesky typos undermine your hours of hard work and writing. Make sure to always proofread your work before turning it in. And if you’re passionate about research and writing, don’t stop there. Check out these summer programs for writing and journalism so that you can continue to fuel your passion.

• High School Success

Lauren Green

With a Bachelor of Arts in Creative Writing from Columbia University and an MFA in Fiction from the Michener Center for Writers at the University of Texas at Austin, Lauren has been a professional writer for over a decade. She is the author of the chapbook  A Great Dark House  (Poetry Society of America, 2023) and a forthcoming novel (Viking/Penguin).

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100+ High School Research Paper Topics [Updated]

Hey there, high school students! Have you ever felt a bit overwhelmed when your teacher mentioned a research paper? No worries – it’s totally normal. In fact, tackling a research paper is like embarking on an exciting journey where you get to explore topics you’re interested in, do your own research, and become a critical thinking pro! This blog post is like your trusty map for this adventure. It’s here to help you create top-notch high school research paper topics without the stress.

What is The Significance of Research?

Table of Contents

Before delving into the intricacies of crafting a research paper, it’s crucial to understand the significance of this academic exercise. Research papers serve as a platform for students to explore a chosen topic in depth, analyze existing literature, and contribute to the broader conversation within a particular field. 

The process of conducting research enhances critical thinking, analytical, and communication skills—essential attributes for success in higher education and beyond.

How to Write a Research Paper?

Writing a research paper can seem like a daunting task, but with a structured approach, it becomes much more manageable. Here’s a step-by-step guide to help you through the process:

• Choose a Topic
• Pick a topic that interests you and is relevant to your assignment.
• Make sure it’s not too broad or too narrow; find a balance.
• Conduct Preliminary Research
• Gather some initial information to ensure there’s enough material available.
• Note down key points and potential sources.
• Develop a Thesis Statement
• Formulate a clear and concise thesis statement that outlines the main purpose or argument of your paper.
• Create an Outline
• Form an outline that is structured based on your research and ideas.
• Assign headings to the sections of your work, such as introduction, methods, findings, discussion, and conclusion.
• Write the Introduction
• Provide background information on your topic.
• State the purpose of your research and present your thesis statement.
• Review the Literature
• Summarize existing research related to your topic.
• Identify gaps or controversies in the literature.
• Detail the Methodology
• Explain your research design (e.g., experiment, survey, case study).
• Describe the data collection process and justify your chosen method.
• Present the Results
• Showcase your findings using tables, graphs, or charts.
• Analyze the results and connect them to your thesis statement.
• Discuss Your Findings
• Compare your results to existing research.
• Explore the broader implications and practical applications.
• Encourage critical thinking and discussion.
• Write the Conclusion
• Summarize the key findings.
• Restate your thesis and highlight its importance.
• Suggest directions for future research.
• Cite Your Sources
• Compile a list of all sources cited in your paper.
• Use a specific citation style (e.g., APA, MLA) as per your assignment guidelines.
• Revise and Edit
• Review your paper for clarity, coherence, and grammar.
• Make sure your arguments flow logically, and check for any spelling or punctuation errors.
• Seek Feedback
• Ask a friend, family member, or teacher to review your paper.
• Consider their feedback and make necessary revisions.
• Finalize Your Paper
• Double-check formatting and ensure your paper adheres to any specific requirements.
• Submit your well-crafted research paper on time!

100+ High School Research Paper Topics

• Climate Change: Impact and Mitigation Strategies
• The Effects of Social Media on Teenagers’ Mental Health
• Cybersecurity: Protecting Against Online Threats
• The History and Impact of Vaccines
• Gender Inequality in the Workplace
• Artificial Intelligence: Boon or Bane?
• Environmental Pollution: Causes and Solutions
• The Influence of Pop Culture on Society
• The Importance of Financial Literacy for High School Students
• The Rise of E-commerce and Its Effects on Traditional Retail
• Bullying in Schools: Causes and Prevention
• The Role of Women in History
• Genetic Engineering: Ethical Considerations
• The Impact of Video Games on Adolescent Behavior
• Youth Activism: Examining Movements and Causes
• The Relationship Between Diet and Academic Performance
• The History and Impact of Space Exploration
• Mental Health Stigma: Breaking the Silence
• The Future of Renewable Energy
• The Evolution of Language: From Ancient to Modern
• The Influence of Art and Music on Society
• Cultural Appropriation: Understanding the Debate
• The Rise of Online Education: Pros and Cons
• Human Trafficking: A Global Issue
• The Effects of Sleep Deprivation on Academic Performance
• The Impact of Social Class on Educational Opportunities
• The History of Civil Rights Movements
• Technology Addiction: Causes and Solutions
• The Role of Government in Public Health
• Animal Testing: Ethical Dilemmas
• The Influence of Literature on Social Change
• Gun Control: Balancing Rights and Safety
• The Importance of Diversity in Education
• The Rise of Single-Parent Families: Causes and Effects
• The Role of Mass Media in Shaping Public Opinion
• The Future of Space Travel and Colonization
• The Impact of Globalization on Local Cultures
• Teenage Pregnancy: Causes and Prevention
• The History and Impact of Rock and Roll Music
• The Ethics of Cloning and Genetic Modification
• The Effectiveness of Anti-Smoking Campaigns
• The Impact of Social and Economic Inequality
• Human Rights Violations: A Global Perspective
• The Role of Religion in Shaping Societal Norms
• The History and Impact of Hip-Hop Culture
• Online Privacy: Balancing Security and Freedom
• The Effects of Fast Food on Health
• The Impact of Artificial Intelligence on Employment
• Climate Change Denial: Causes and Consequences
• The Influence of Ancient Philosophers on Modern Thought
• Internet Censorship: Balancing Free Speech and Security
• The Effects of Parental Involvement on Academic Achievement
• The Impact of Social Media Influencers on Consumer Behavior
• Renewable Energy: Exploring Alternatives
• The History and Impact of Feminism
• Technology and Education: Enhancing or Hindering Learning?
• The Role of Social Institutions in Shaping Behavior
• The Impact of Colonialism on Indigenous Peoples
• The Evolution of Human Rights
• The Influence of Advertising on Consumer Choices
• The Importance of STEM Education
• The Effects of Peer Pressure on Teenagers
• The Impact of Artificial Intelligence on Healthcare
• The Role of Religion in Shaping Political Beliefs
• Cyberbullying: Causes and Solutions
• The Influence of Literature on Cultural Identity
• The Impact of Social Media on Political Activism
• The Importance of Critical Thinking in Education
• The Effects of Air Pollution on Health
• The History and Impact of LGBTQ+ Rights Movements
• The Impact of Social Media on Body Image
• The Influence of Technology on Human Relationships
• The Role of Education in Combating Racism
• The History and Impact of the Internet
• The Effects of Childhood Obesity on Long-Term Health
• The Role of NGOs in Addressing Global Issues
• The Impact of Immigration on Society

Tips For Successful High School Research Paper

• Choose a topic you’re passionate about and align with the assignment.
• Start your research early to allow sufficient time for thorough investigation.
• Craft a clear thesis statement that encapsulates your main argument.
• Create a well-organized outline to structure your paper effectively.
• Use reliable and diverse sources for a comprehensive literature review.
• Clearly explain your research methodology, showcasing its relevance.
• Present your findings using visual aids like graphs or charts.
• Engage in critical discussion in the results and discussion sections.
• Conclude by summarizing key findings and suggesting future research.
• Follow the prescribed citation style diligently for accurate referencing.
• Revise and edit your paper for clarity, coherence, and grammar.
• Seek feedback from peers or teachers to enhance your paper further.
• Pay attention to formatting details to meet assignment requirements.
• Proofread carefully before submission to catch any last-minute errors.

Crafting a high school research paper is an intellectual journey that allows students to explore their passions, hone critical skills, and contribute to the academic discourse.

By following the outlined structure, students can navigate the process with confidence, producing a well-organized and impactful research paper that not only fulfills academic requirements but also serves as a testament to their intellectual curiosity and prowess. I hope this topic on high school research paper topics will help you out with a number of suggestions.

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100 Interesting Research Paper Topics for High Schoolers

What’s covered:, how to pick the right research topic, elements of a strong research paper.

• Interesting Research Paper Topics

Composing a research paper can be a daunting task for first-time writers. In addition to making sure you’re using concise language and your thoughts are organized clearly, you need to find a topic that draws the reader in.

CollegeVine is here to help you brainstorm creative topics! Below are 100 interesting research paper topics that will help you engage with your project and keep you motivated until you’ve typed the final period. 

A research paper is similar to an academic essay but more lengthy and requires more research. This added length and depth is bittersweet: although a research paper is more work, you can create a more nuanced argument, and learn more about your topic. Research papers are a demonstration of your research ability and your ability to formulate a convincing argument. How well you’re able to engage with the sources and make original contributions will determine the strength of your paper. 

You can’t have a good research paper without a good research paper topic. “Good” is subjective, and different students will find different topics interesting. What’s important is that you find a topic that makes you want to find out more and make a convincing argument. Maybe you’ll be so interested that you’ll want to take it further and investigate some detail in even greater depth!

For example, last year over 4000 students applied for 500 spots in the Lumiere Research Scholar Program , a rigorous research program founded by Harvard researchers. The program pairs high-school students with Ph.D. mentors to work 1-on-1 on an independent research project . The program actually does not require you to have a research topic in mind when you apply, but pro tip: the more specific you can be the more likely you are to get in!

Introduction

The introduction to a research paper serves two critical functions: it conveys the topic of the paper and illustrates how you will address it. A strong introduction will also pique the interest of the reader and make them excited to read more. Selecting a research paper topic that is meaningful, interesting, and fascinates you is an excellent first step toward creating an engaging paper that people will want to read.

Thesis Statement

A thesis statement is technically part of the introduction—generally the last sentence of it—but is so important that it merits a section of its own. The thesis statement is a declarative sentence that tells the reader what the paper is about. A strong thesis statement serves three purposes: present the topic of the paper, deliver a clear opinion on the topic, and summarize the points the paper will cover.

An example of a good thesis statement of diversity in the workforce is:

Diversity in the workplace is not just a moral imperative but also a strategic advantage for businesses, as it fosters innovation, enhances creativity, improves decision-making, and enables companies to better understand and connect with a diverse customer base.

The body is the largest section of a research paper. It’s here where you support your thesis, present your facts and research, and persuade the reader.

Each paragraph in the body of a research paper should have its own idea. The idea is presented, generally in the first sentence of the paragraph, by a topic sentence. The topic sentence acts similarly to the thesis statement, only on a smaller scale, and every sentence in the paragraph with it supports the idea it conveys.

An example of a topic sentence on how diversity in the workplace fosters innovation is:

Diversity in the workplace fosters innovation by bringing together individuals with different backgrounds, perspectives, and experiences, which stimulates creativity, encourages new ideas, and leads to the development of innovative solutions to complex problems.

The body of an engaging research paper flows smoothly from one idea to the next. Create an outline before writing and order your ideas so that each idea logically leads to another.

The conclusion of a research paper should summarize your thesis and reinforce your argument. It’s common to restate the thesis in the conclusion of a research paper.

For example, a conclusion for a paper about diversity in the workforce is:

In conclusion, diversity in the workplace is vital to success in the modern business world. By embracing diversity, companies can tap into the full potential of their workforce, promote creativity and innovation, and better connect with a diverse customer base, ultimately leading to greater success and a more prosperous future for all.

Reference Page

The reference page is normally found at the end of a research paper. It provides proof that you did research using credible sources, properly credits the originators of information, and prevents plagiarism.

There are a number of different formats of reference pages, including APA, MLA, and Chicago. Make sure to format your reference page in your teacher’s preferred style.

• Analyze the benefits of diversity in education.
• Are charter schools useful for the national education system?
• How has modern technology changed teaching?
• Discuss the pros and cons of standardized testing.
• What are the benefits of a gap year between high school and college?
• What funding allocations give the most benefit to students?
• Does homeschooling set students up for success?
• Should universities/high schools require students to be vaccinated?
• What effect does rising college tuition have on high schoolers?
• Do students perform better in same-sex schools?
• Discuss and analyze the impacts of a famous musician on pop music.
• How has pop music evolved over the past decade?
• How has the portrayal of women in music changed in the media over the past decade?
• How does a synthesizer work?
• How has music evolved to feature different instruments/voices?
• How has sound effect technology changed the music industry?
• Analyze the benefits of music education in high schools.
• Are rehabilitation centers more effective than prisons?
• Are congestion taxes useful?
• Does affirmative action help minorities?
• Can a capitalist system effectively reduce inequality?
• Is a three-branch government system effective?
• What causes polarization in today’s politics?
• Is the U.S. government racially unbiased?
• Choose a historical invention and discuss its impact on society today.
• Choose a famous historical leader who lost power—what led to their eventual downfall?
• How has your country evolved over the past century?
• What historical event has had the largest effect on the U.S.?
• Has the government’s response to national disasters improved or declined throughout history?
• Discuss the history of the American occupation of Iraq.
• Explain the history of the Israel-Palestine conflict.
• Is literature relevant in modern society?
• Discuss how fiction can be used for propaganda.
• How does literature teach and inform about society?
• Explain the influence of children’s literature on adulthood.
• How has literature addressed homosexuality?
• Does the media portray minorities realistically?
• Does the media reinforce stereotypes?
• Why have podcasts become so popular?
• Will streaming end traditional television?
• What is a patriot?
• What are the pros and cons of global citizenship?
• What are the causes and effects of bullying?
• Why has the divorce rate in the U.S. been declining in recent years?
• Is it more important to follow social norms or religion?
• What are the responsible limits on abortion, if any?
• How does an MRI machine work?
• Would the U.S. benefit from socialized healthcare?
• Elderly populations
• The education system
• State tax bases
• How do anti-vaxxers affect the health of the country?
• Analyze the costs and benefits of diet culture.
• Should companies allow employees to exercise on company time?
• What is an adequate amount of exercise for an adult per week/per month/per day?
• Discuss the effects of the obesity epidemic on American society.
• Are students smarter since the advent of the internet?
• What departures has the internet made from its original design?
• Has digital downloading helped the music industry?
• Discuss the benefits and costs of stricter internet censorship.
• Analyze the effects of the internet on the paper news industry.
• What would happen if the internet went out?
• How will artificial intelligence (AI) change our lives?
• What are the pros and cons of cryptocurrency?
• How has social media affected the way people relate with each other?
• Should social media have an age restriction?
• Discuss the importance of source software.
• What is more relevant in today’s world: mobile apps or websites?
• How will fully autonomous vehicles change our lives?
• How is text messaging affecting teen literacy?

Mental Health

• What are the benefits of daily exercise?
• How has social media affected people’s mental health?
• What things contribute to poor mental and physical health?
• Analyze how mental health is talked about in pop culture.
• Discuss the pros and cons of more counselors in high schools.
• How does stress affect the body?
• How do emotional support animals help people?
• What are black holes?
• Discuss the biggest successes and failures of the EPA.
• How has the Flint water crisis affected life in Michigan?
• Can science help save endangered species?
• Is the development of an anti-cancer vaccine possible?

Environment

• What are the effects of deforestation on climate change?
• Is climate change reversible?
• How did the COVID-19 pandemic affect global warming and climate change?
• Are carbon credits effective for offsetting emissions or just marketing?
• Is nuclear power a safe alternative to fossil fuels?
• Are hybrid vehicles helping to control pollution in the atmosphere?
• How is plastic waste harming the environment?
• Is entrepreneurism a trait people are born with or something they learn?
• How much more should CEOs make than their average employee?
• Can you start a business without money?
• Should the U.S. raise the minimum wage?
• Discuss how happy employees benefit businesses.
• How important is branding for a business?
• Discuss the ease, or difficulty, of landing a job today.
• What is the economic impact of sporting events?
• Are professional athletes overpaid?
• Should male and female athletes receive equal pay?
• What is a fair and equitable way for transgender athletes to compete in high school sports?
• What are the benefits of playing team sports?
• What is the most corrupt professional sport?

Where to Get More Research Paper Topic Ideas

If you need more help brainstorming topics, especially those that are personalized to your interests, you can use CollegeVine’s free AI tutor, Ivy . Ivy can help you come up with original research topic ideas, and she can also help with the rest of your homework, from math to languages.

Disclaimer: This post includes content sponsored by Lumiere Education.

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Teaching Research Papers with High School Students

Teaching research papers with high school students? Teaching students how to write a research paper is an important part of an ELA class. Here are guidelines to make this writing unit a success.

Lawyers, political organizers, advertisers, real estate agents: most jobs require ethical research and then a written report. As a citizen, I research concepts important to my community and family. As knowledge in our world grows, student will only have more reasons to be ethical digital citizens.

Providing students with a sustainable foundation is a humbling responsibility. Teachers know that teaching students how to write a research paper is important. While teaching students how to research, I share those sentiments with them. I want students to know I take research seriously, and my expectation is that they will as well. My research paper lesson plans take into account the seriousness of ethical research.

What is the best way to teach research papers to students?

The best way to teach research papers to students is by breaking down the process into manageable steps. Start with teaching them how to choose a topic, conduct research, and create an outline/list/graphic organizer. Then guide them in writing drafts, revising and editing their papers, and properly citing sources.

Even after teaching for a decade, I sometimes overwhelm myself with this duty. I handle teaching research papers with four ideas in my mind.

Provide clear expectations.

Idea one, be clear.

A feeling I always hated as a student was the unknown . Sure, part of the learning process is not knowing everything and making mistakes. I, as the teacher, don’t want to be the source of frustration though. I never want my classes to wander down a path that won’t advance them toward our end goal: a well-researched paper. Part of teaching research skills to high school students is providing clear expectations.

As writing in the ELA classroom becomes more digital, I simply give writers tools on our online learning platform. That way, I can remind them to check a certain section or page as we collaborate on their writing.

Give a writing overview.

Idea two, provide an overview.

Every teacher grades a little differently. Sometimes, terminology differs. Throw in the stress of research, and you might have a classroom of overwhelmed students. An overview before teaching research papers can relax everyone!

I start every writing unit with clear expectations, terminology, and goals. I cover a presentation with students, and then I upload it to Google Classroom. Students know to consult that presentation for clarity. Initially, covering the basics may seem wasteful, but it saves all of us time because students know my expectations.

Furthermore, parents and tutors appreciate my sharing that information. As students work independently (inside or outside of class), they can take it upon themselves to consult expectations. Their responsibility with this prepares them for their futures. Finally, having established that overview with students during virtual classes was invaluable.

Show an overview of research.

Idea three, clearly explain research.

Before you begin teaching students how to research, outline what strong research looks like. You might consider these questions:

• What (if any) secondary sources will I accept? What about Wikipedia?
• Should students use a balance of books and online material? Do they have access to books?
• Are dates for certain topics important? Will I not accept research from before a certain date?

I’m not answering these questions for you, but I’ve seen teachers provide such guidelines while teaching research skills to high school students. Whatever parameters you have for teaching the research paper, share those with students.

Define domain-specific vocabulary.

Idea four, don’t assume classes share the same domain-specific vocabulary.

High school classes are likely familiar with the writing process, yet the research process brings more vocabulary with which they might not be familiar.

Providing definitions for the most basic concepts enables me to walk through expectations and clarify concepts. Examples might include:

• Informational text
• Search engine
• Credible sources
• Claim, counterclaim
• Research question
• Journal articles

Plus, by providing definitions to terms, scaffolding occurs naturally. Academic writing has terms we teachers might use casually, but some students maybe have not heard of them.

How can we model ethical research?

After outlining expectations to young writers, we begin research. Some schools rely on Google Scholar, and others use Explora or EBSCO. Sign students into your databases, and run them through the program.

I stress to young writers that conducting oneself with honesty and integrity is crucial to writing. When teaching research papers with high school students, I connect these ethics to their very near futures. Aside from the basics of documenting and citing, I highlight these two points.

• Citing material. This includes direct quotes and paraphrasing. I review both of those concepts throughout our research and writing. The majority of a paper should be the writer’s thoughts, supported by research. Students need those concepts repeated, and they are important, so I spend time emphasizing them.

Often, I turn the basics of research into a writing mini lesson . Modeling ethical research is a very specific part of ELA classes. I understand that other classes require research and that parents might teach research skills as well.

Still, to have a functioning society, students must view relevant information with critical eyes. Teaching young citizens how to write a research paper includes clear guidelines for research and one-on-one conferencing.

How can we encourage strong writing?

Hopefully, students write with passion. Hopefully, they want to show or prove their statements. Teaching students how to write a research paper is easier when students enjoy their topics.

I cover grammar with students (all year), and I always make the connection for them to implement those lessons. Teaching them to write a research paper requires some focus on writing skills. Primarily, they will work on strong verbs and syntax.

Look at verbs.

Students possess strong verbs in their vocabularies. Sometimes in writing, humans create a fast rough draft, myself included. Every verb is a linking verb, and every sentence reads subject + linking verb + predicate adjective. (Nothing is wrong with a linking verb, but writers should break from the mold.) When I see that a paper can be improved with strong verbs, we conference about ways to improve the verbs without thesaurus abuse.

Ask students to pick their least favorite paragraph in a research paper and to highlight every verb . Chances are, they are not conveying their message because of weak verbs. Help them turn the predicate adjectives into verbs or think of an action that will convey their meaning. Additionally as you continue teaching students how to research, you’ll cross strong verbs in research. Point out those verbs to your classes.

Examine syntax.

Just as every sentence shouldn’t contain a linking verb, not every sentence should be a simple sentence. Sentence syntax takes practice, and often teamwork! Ask students to provide a sentence that needs improvement. Break the sentence down into phrases and clauses. (If it is a simple sentence, ask for another sentence to attach.) What is the best arrangement? What is the student’s goal? Would a conjunctive adverb lead readers to a conclusion? What if a subordinating conjunction started the sentence, or, should the dependent clause come second in the complex sentence? Play with the language of papers! By connecting grammar to writing, you have empowered learners to improve their writing.

Sentence structure is also part of teaching students how to write a research paper because the information must be factual. Sometimes students report information incorrectly, and sometimes, their sentence structure is to blame. Focus on a return to simple syntax for ethical research, and then work on sentence diversity if possible.

All parts of an ELA classroom fit together like puzzle pieces, and when teaching research papers, that neatly assembled puzzle sits on display. By giving classes clear expectations, you are ready to guide them through ethical research and through strengthening their writing. Teaching the research paper is a large task, so you should know what you want to accomplish.

Is scaffolding teaching research papers possible?

Overall, a research unit takes me 2-3 weeks with high school students. Every teacher has different methodologies, but if I allow writing research papers for about a month, writers become bored. Fifteen working days for research, revision, and publishing is my average time frame. Going longer, and different aspects fall apart, and we lose momentum.

Scaffolding is built into our days. Outline the writing process with your calendar, and add days that follow the writing process. Pieces to consider:

Scaffold writing errors.

Overall, writing errors are an inevitable part of the learning process. As teachers, it is crucial that we address these errors in a way that not only corrects them but also helps students understand why they occurred in the first place. When it comes to research papers, grammatical errors can significantly affect the credibility and clarity of the information presented.

One effective way to scaffold writing errors is by focusing on the actual problems that classes have in their papers. When we conference, I jot down common errors and then cover them as a class.

Include revising and editing days.

Young writers should take ownership of the writing process which includes revising and editing. This can be achieved by dedicating specific days in the research unit for revising and editing. By allotting time for these crucial steps, writers will learn to critically analyze their work and make necessary improvements.

During the revision phase, students can focus on the overall structure and organization of their research paper. They should evaluate if their arguments are clear and logical, if the evidence supports their claims effectively, and if there is a smooth flow of ideas throughout the paper. This stage allows them to refine their content and ensure that it aligns with their desired objectives.

After revising, students should move toward publishing and sharing with their peers.

Your turn, writing teachers: What questions do you have left?

All activities mentioned in this post (except the common errors bundle) are included in my writing bundle for freshmen and sophomores .

What questions remain? Do you have different advice to offer teachers?

What do you focus on with when teaching research papers? Read how Melissa from Reading and Writing Haven differentiates when teaching research writing .  

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BRIEF RESEARCH REPORT article

How social background and interest in science are linked to junior high school students’ perceptions of the ecological transition.

• 1 Laboratoire de Recherche sur les Apprentissages en Contexte (LaRAC), Univ. Grenoble Alpes, Grenoble, France
• 2 Laboratoire de Psychologie: Cognition, Comportement, Communication (LP3C), Psychology, Rennes 2 University, Rennes, France
• 3 Laboratoire Inter-Universitaire de Psychologie, Personnalité, Cognition, Changement Social (LIP/PC2S), Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, Grenoble, France

Junior high school students are tomorrow’s key protagonists in the ecological transition. They need enlightened education to face the uncertainty and challenges of climate change. The development of climate change education programs requires a clear understanding of how young people perceive the issue. This study deals with social representations. Its aim was to understand how social background and interest in science are linked to the way young people perceive the concept of the ecological transition. Four hundred twenty-nine junior high school students took part in this study. Data were collected and subjected to prototypical analysis and factorial correspondence analysis. Three main findings emerged from the analysis: (1) the participants had significant knowledge of the ecological transition, (2) their awareness of the social aspects of climate change was limited, and (3) their representations of the ecological transition were linked to their interest in science and their parents’ social background. To conclude, these results underline the importance of educating all social classes about effective solutions for the ecological transition. Our findings also highlight the need to consider existing representations and prior knowledge when designing educational programs on climate change issues.

1 Introduction

Climate change is defined “ as the shift in climate patterns mainly caused by greenhouse gas emissions” ( Fawzy et al., 2020 , p. 2,070). There are multiple consequences for humans and our ecosystems: extreme weather events, species extinction, food shortages, population displacement, and increased health risks, etc. (e.g., Pachauri et al., 2014 ; Haines and Ebi, 2019 ). To tackle these consequences, governments have repeatedly pledged to reduce their greenhouse gas emissions (e.g., Kyoto Protocol; 21st Conference of the Parties), undertaking to keep temperature rises below 2°C. These commitments have led to the choice of an ecological transition which, although based on ecological, economic, regulatory and social issues ( Geels, 2011 ), has mainly focused on scientific and technological solutions in favor of ecology in Europe (e.g., Kemp et al., 2007 ; Kreinin, 2020 ). This choice necessarily involves developing scientific knowledge in order to encourage individual commitment to climate change (e.g., Fouad and Smith, 1996 ; Ojala, 2021 ), especially as 2,100, the impacts of climate change will have profoundly altered the health of the planet ( Whitmee et al., 2015 ). Children born today will suffer the consequences of climate change throughout their lives ( Watts et al., 2019 ), so they need to be given the scientific and technological tools that will enable them to adapt to tomorrow’s world ( Lopoukhine et al., 2014 ).

The young people of today will be the main actors of tomorrow’s ecological transition (e.g., Kagawa and Selby, 2012 ; Burke et al., 2018 ; O’Brien et al., 2018 ; Cianconi et al., 2020 ). A study of 10,000 young people aged 16 to 25 in 10 countries (i.e., Australia, Brazil, Finland, France, India, Nigeria, Philippines, Portugal, the United Kingdom, and the United States) found that they questioned the consequences of climate change and seemed particularly uncertain about the future ( Hickman et al., 2021 ). To overcome the inaction of previous generations and tackle the problem of climate change ( Lee, 2013 ), they will need to be well informed ( United Nations Framework Convention on Climate Change, 2015 ). Karsgaard and Davidson (2023) suggest that school is the place for the “ development of youth knowledge, creativity, efficacy and collective action skills in the face of climate change ” (p. 4). Educating young people about the challenges of climate change can give them the skills to cope with the forthcoming disruption and the power to act ( Schreiner et al., 2005 ; Cambers and Diamond, 2010 ). However, as pointed out by Rousell and Cutter-Mackenzie-Knowles (2020) , climate change education is a field that is in its infancy. While it is clear that young people today have strong feelings and considerable knowledge of climate change ( Lee et al., 2020 ), little is known about how they perceive the ecological transition. According to the National Research Council (2012) , developing climate change education “ begins with a clear picture of how students currently understand the issue ” (2012, p. 11).

Social Representation Theory (SRT; Moscovici, 1961 ) can help us to analyze the social construction of perceptions. This theory explains how individuals and groups give meaning to an issue, a risk or a social object ( Höijer, 2011 ). In other words, how people build naive theories about their social environment ( Jodelet, 1984 ), in order to attribute meaning to their world. These naïve theories are constructed around opinions, attitudes, beliefs and information related to an object or situation ( Rateau et al., 2011 ), and their representations are linked to people’s social affiliations ( Doise, 1990 ; Wagner et al., 1999 ; Joffe, 2003 ; Rateau et al., 2012 ). As social agents ( Beauvois, 1984 ; Dubois and Pansu, 2021 ), individuals have a relationship with objects according to their cultural values ( Howarth, 2006 ). This in turn gives them their social anchorage ( Palmonari and Emiliani, 2016 ). These socially constructed representations can be studied according to their internal structures, in particular using the structural approach to social representations ( Abric, 1994 , 2003 ). According to this approach, social representations are made up of peripheral elements (i.e., dependent on the social contexts in which the individual evolves) organized around central elements (i.e., stable elements resulting from the history and ideology of the collective). Central elements have three functions: (1) signifying (i.e., the meaning given collectively by the group); (2) organizing (i.e., by repercussion on all the contents of the representation) and (3) stabilizing (subject to a strong consensus). Peripheral elements are based on the core consensus elements and express the variability of individual experiences in different social contexts. SRT therefore provides an understanding of how communication conveying scientific knowledge is transformed into common sense ( Moscovici and Hewstone, 1984 ). SRT is an interpretative framework which may help to understand the representations of young people ( Parrott et al., 2023 ) especially when it comes to environmental issues ( Buijs et al., 2012 ).

The objective of this study was to: (1) analyze the representations of junior high school students (14–15 years old) in France with regard to the ecological transition; (2) understand how social and psychological filters structure the way they perceive the ecological transition. As socioeconomic status is a predictor of educational achievement ( von Stumm et al., 2020 ), it has been hypothesized that the structuring of representations may depends on social determinants: such as parents’ socio-professional categories. Since scientific knowledge plays a central role in the ecological transition ( Kreinin, 2020 ), it is also hypothesized that the participants’ interest in science contributes to the structuring of representations ( Fouad and Smith, 1996 ). Finally, this paper aims to provide a stronger understanding of how young people’s representations of the ecological transition are structured.

2.1 Participants and procedure

The study proposal was reviewed and approved by the “Research Ethics Committee, Grenoble Alpes” (CERGA) of the University of Grenoble Alpes – Ethical approval number: Grenoble CERGA-Avis-2023-09. The study was carried out in partnership with the territorial services of the French Ministry of Education and conducted between May 2023 and October 2023. Four Hundred Thirty-nine junior high school students from 11 schools in the Auvergne Rhone Alpes region took part in the study (M age  = 14.1, SD age  = 0.619, range = 12–16, 53% female). Students were divided into three categories based on the socio-professional categories (SPC) of the first parent mentioned in the questionnaire. If the parents belonged to two different categories, participants were placed in the category corresponding to the higher SPC: SPC+ (self-employed trades professions; engineers; teachers; managers – 52.6%); SPC- (agricultural, factory and office workers – 37.8%); Inactive (students; retirees; unemployed – 6.4%). The three categories were based on information from the INSEE, which is the French Office for National Statistics and Economic Studies (see Supplementary materials for further details).

A few weeks before the study was carried out, the parents were asked to read an information leaflet and fill in the consent form to authorize (or not) their children’s participation. The researcher then visited the schools volunteering to carry out the study. The study took place in a computer room at predefined time slots. After presenting the study, the first author asked each pupil to go to a computer to complete an online ecological transition questionnaire on the Limesurvey © platform.

2.2 Measures

2.2.1 perceptions of ecological transition.

A free association task was used to collect perceptions of the ecological transition (e.g., Lo Monaco et al., 2016 ; Moliner and Lo Monaco, 2017 ). In this task, the junior high school students were presented with the stimulus words: “ecological transition.” On the basis of this induction, participants were free to associate four words or phrases that came to mind. This methodology yielded spontaneous associations from the participants.

2.2.2 Interest in science

Fourteen items were used to measure interest in science adapted from Fouad and Smith (1996) . This scale was originally developed for secondary school students to assess their interest in mathematics and science. Here, the mathematics items have been removed. Students were asked how much they liked to do certain things (e.g., Visit a science museum), rated from 0 (“I do not like it at all”) to 10 (“I like it very much”). The scores were aggregated. Internal consistency was satisfactory (α = 0.93).

2.3 Results

The corpus was composed of productions from 439 participants. A total of 1,578 verbal associations were collected from all participants, some of whom did not provide the expected 4 words. The corpus was cleaned up by the use of Excel ® (version 16.74) and Python ® (version 3.11), and then categorized by the authors, independently, using standard content analysis rules ( Jones and Rosenberg, 1974 ; Dl Giacomo, 1980 ). 288 different words were obtained (167 are hapax, 57.98% of this corpus). Data were analyzed using JAMOVI ® (version 2.3.18), R ® (version 4.1.3), FactoshinySR (version 1.1 – Brosset and Delouvée, 2022 ) and two analyses were carried out.

Firstly, a prototypical analysis ( Lo Monaco et al., 2016 ; Moliner and Lo Monaco, 2017 ; Delouvée et al., 2021 ), traditionally used in the structural approach to social representations, was conducted on the words given by the participants. This analysis was used to highlight the salience of elements in the representation by producing a table cross-referencing word frequency (i.e., below and above 10% of the number of evocations excluding hapaxes) and the order in which the word was produced, i.e., average occurrence rank (i.e., based on 2.5, the median of the four numbers of ranks – see Table 1 ).

Table 1 . Prototypical analysis: results in terms of frequency and average importance associated with the categories of words reported by the participants for the stimulus words “ecological transition.”

Cross-referencing the evocations with the highest frequency and rank of appearance revealed three sub-categories (i.e., top left cell). The first category describes the causes and consequences of climate change (i.e., pollution, global warming). The second category describes the idea of moving toward a more ecological model (i.e., ecology, change, transition). Finally, the third sub-category expresses some of the best-known responses to the problem of climate change that have already been widely implemented (i.e., recycling, waste sorting, wind turbines). Moreover, for these young people, the main challenge of the ecological transition is to respond to climate change issues for the “planet” and its “flora.” These descriptive elements constitute the core representations of the ecological transition (e.g., Abric, 2003 ; Galli and Fasanelli, 2020 ). This suggests that young people are aware of the issues at stake in the ecological transition, both in terms of the problems it seeks to solve and the ways of achieving it.

The top right cell (peripheral; Abric, 2003 ) contains the frequent words, which do not appear quickly in the associative chain. Elements in this cell clarify the content evoked for the core. In fact, 2 categories can be identified. The first one concerns elements which refer to the idea of preserving natural environments for the future (i.e., nature, future, good for the planet, preserving the environment). The second category mentions solutions that are harder to implement in response to the consequences of climate change (i.e., water management, alternative transport, dams). Finally, it seems that for these young people, the “economy” is fundamental to the ecological transition.

The bottom left cell represents the contrasting elements that may not reach a consensus, but appear quickly in the associative chain, and are therefore considered very important by certain minority groups ( Pianelli et al., 2010 ). Also, some individuals will emphasize the idea of turning to more virtuous models (i.e., transformation, evolution, consuming less and better). Participants also mentioned alternative solutions (e.g., tidal turbines, electric cars or solar energy, etc.). Finally, for the words in the second periphery (i.e., bottom right cell), i.e., the least salient of the peripheral system of representation that could be described as contextual (e.g., Delouvée et al., 2021 ), participants mention energy sources that produce greenhouse gasses (fossil fuels), and nuclear power, and their associated uses (i.e., plastics). Finally, participants express the idea of a better world as a possible consequence of the ecological transition. Although these elements are infrequent and unimportant, they seem to emerge in the content of the representation and are linked to the social context in which these young people evolve.

Secondly, a correspondence factor analysis (CFA; Benzécri, 1976 ) was carried out on participants’ evocations. This descriptive analysis was conducted to study how the words given by young people are associated with the parents’ socio-professional categories and the participants’ interest in science ( Mouret et al., 2013 ; Nadarajah et al., 2022 ). In accordance with the work of Piermattéo et al. (2014) and the recommendations of Deschamps (2003) , evocations whose frequency was greater than or equal to 6 were selected ( n  = 42 categories, 89.50% of the corpus without hapax). The relationship of these evocations with two variables was studied: (1) Interest in science was divided into two categories (“weak” and “strong”), which were defined with a distribution by the median 5; and (2) parents’ socio-professional categories were separated into 3 categories in accordance with the SPC groupings used for economic analyses by the French Office for National Statistics: SPC +, SPC −, and Inactive.

The CORR. F. A. highlights two factors that explain 75.70% of the table’s inertia (Factor 1 = 43.29%; Factor 2 = 32.41%). Factor 1 has a contribution from the terms of the variables “Socio-Professional Category”: CF (SPC+) = 0.07, CF (SPC−) = 0.10 “Science Interest”: CF (Science.Interest.Strong) = 0.37 + CF (Science.Interest.Weak) = 0.45, i.e., a contribution of 99%, to the formation of the factor. Factor 2 has a contribution from the terms of the variables “Socio-Professional Category”: CF (SPC+) = 0.36, CF (SPC-) = 0.47 “Science Interest”: CF (Science.Interest.Strong) = 0.07 + CF (Science.Interest.Weak) = 0.08, i.e., a contribution of 99%, to the formation of the factor. Figure 1 illustrates this configuration.

Figure 1 . Graphical representation of the results produced by the factorial correspondence analysis for Factor 1 (Solid line block) and 2 (Dotted line block) concerning the “ecological transition” stimulus term. Shaded blocks refer to experimental conditions. The “Socio-Professional Category and Interest in Science variables” contribute to the formation of Factor 1; the “ Socio-Professional Category and Sciences Interest variables ” refer to the variables and measures that contribute to the formation of Factor 2; the “Socio-Professional Category and Interest in Science variables” refer to the variables and measures that contribute to the formation of Factors 1 and 2. “Perceptions” refers to perceptions that contribute to the formation of Factor 1; “ Perceptions ” refers to perceptions that contribute to the formation of Factor 2; “ Perceptions ” refers to perceptions that contribute to the formation of both Factors 1 and 2.

The vertical axis (factor 1) draws a distinction between young people according to their interest in science. Factor 1 indicates that the perceptions of participants with a strong interest in science differ from those of young people with a weak interest in science. Participants with a strong interest in science associate the ecological transition with the idea of evolution and the preservation of the environment. They also mention the changes in habits that are needed in order to achieve this (e.g., alternative transport). Finally, they mention “nuclear power,” probably because of its resurgence in the media as a “clean” energy that could enable the ecological transition. At the bottom of the vertical axis, the participants with a weak interest in science refer to individual actions to talk about the ecological transition (e.g., sorting waste). They are aware of the problem of climate change (e.g., planet) through the issue of fossil fuel scarcity. They also mention the “solar panel” as a technology that could play a part in the energy mix. However, they remain rather vague and descriptive when it comes to characterizing types of energy (e.g., electricity). Finally, they mention “ecologists” as being a category of the population that does not include themselves.

The horizontal axis (factor 2) shows young people according to their parents’ socio-professional category. Factor 2 indicates that the perceptions of participants whose parents belong to a high socio-professional category differ from those of young people whose parents belong to a low socio-professional category. Thus, participants whose parents belong to a high socio-professional category associate the ecological transition and the resolution of climate change with strategies or technologies to be implemented (i.e., water management, wind turbines, dams), or specific energy sources (i.e., renewable energy). Finally, these participants also refer to the idea of cutting through the old system of over-consumption to move toward more environmentally-friendly consumption (i.e., consuming less and better). On the other side of the axis, participants whose parents are in lower socio-professional categories use more general terms to refer to the ecological transition (i.e., change, nature, transformation, good for the planet). Furthermore, the “economy” takes on a predominant character for these participants when they think of the ecological transition.

3 Discussion

The aim of this study was to clarify the way the junior high school students perceive the ecological transition and to analyze their representations. Three mains’ results were obtained: the participants (1) have significant knowledge of the ecological transition and its underlying principles, (2) have little awareness of the social aspects linked to climate change, and (3) their representations of the ecological transition are structured by their interest in science and the socio-professional categories to which their parents belong.

Young people perceive the causes and consequences of climate change and link them to the need to switch to a more ecological model, through individual behaviors and technological solutions in favor of ecology ( Kemp et al., 2007 ; Kreinin, 2020 ). Some research has shown that young people have misconceptions about climate change that persist despite the emphasis placed on climate change education ( Jeffries et al., 2001 ). In this study, no misconceptions were observed. On the contrary, their representations of the ecological transition provide the foundations upon which learning in the classroom can be built. These results support the findings of Corner et al. (2015) showing that today’s 18-25-year-olds are probably the most well-informed age group. Nevertheless, in the corpus of this study, the social aspects inherent to climate change are barely mentioned. Indeed, the representations of the participants are oriented toward causes and consequences and have a technocentric vision of the ecological transition. For example, factors such as social justice, inclusion, citizen participation do not feature in the participants’ responses (e.g., Favreau, 2017 ; Huntjens, 2021 ). Another explanation for this technocentric vision could come from the chosen inductor term. The term “ecological transition” immediately implies thinking about the methods and technologies that could make this transition possible. However, other terms such as “sustainable development,” anchored in the three pillars: economic, environmental and social, could have enabled students to produce words related to social aspects ( Mensah, 2019 ). Nevertheless, these factors should be considered when designing education programs for the ecological transition. As such, the concept of socio-ecological transition could provide an interesting theoretical foundation, while opening up a research program to study how it is perceived in non-scientific contexts ( Larocque, 2023 ). Additionally, our results show that differences in the representational content are mainly linked to interest in science and the parents’ socio-professional category. Indeed, participants with a strong interest in science tend to describe the ecological transition by placing it in the broader context of environment preservation, while those whose interest in science is weaker only evoke solutions. Similarly, young people whose parents are in the low socio-professional category contrast with those whose parents are in the high socio-professional category. The former mentions a change for a better world, but remains relatively vague, whereas the latter develops strategic orientations and suggests technologies to break with an old system rooted in over-consumption. In both groups, the principles of objectification (transforming an abstract object to make it concrete), and anchoring (integrating the object into a pre-existing thought system), do not seem to have operated identically ( Doise, 1990 ; Moliner, 2015 ). It is as if the objectifying and anchoring processes rely on psychological and social affiliations to elaborate the content of their representations of the ecological transition.

These results must be interpreted with the limitations in mind. First, the fact that there was only one time point of measurement calls for caution. Second, only 11 schools agreed to take part (out of 389). As a result, there may have been a sampling bias due to the school selection. To reduce this bias, we made sure that the schools were located in both urban and rural areas. Future studies could endeavor to recruit a greater number of schools in a wider geographical area.

To conclude, the ecological transition is a major issue for junior high school students, even if it manifests itself differently depending on their interest in science and the social group to which their parents belong. These results are important because new knowledge is embedded in a pre-existing system of representations. They can help us build a new way of designing educational programs by taking account of young people’s representations and prior knowledge of climate change issues. Today, young people do not need to be convinced of the reality of climate change, but it is essential to educate all social classes toward the development of a common knowledge base that will foster the implementation of solutions for the ecological transition. The ultimate goal is to educate all young people so that they are able to debate climate change issues in an organized and structured way, which would mean that they can (1) listen to each other’s differing viewpoints, and (2) work together constructively to develop strategies for the ecological transition. The principles of cooperative learning could be applied in order to facilitate productive ecological transition debates, thereby improving the knowledge acquisition process.

Data availability statement

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Ethics statement

The studies involving humans were approved by Research Ethics Committee, Grenoble Alpes. The studies were conducted in accordance with the local legislation and institutional requirements. Written informed consent for participation in this study was provided by the participants’ legal guardians/next of kin. Written informed consent was obtained from the minor(s)’ legal guardian/next of kin for the publication of any potentially identifiable images or data included in this article.

Author contributions

KN: Conceptualization, Data curation, Formal analysis, Methodology, Writing – original draft, Writing – review & editing. AS: Conceptualization, Methodology, Writing – review & editing. CB: Conceptualization, Methodology, Supervision, Writing – review & editing. PP: Conceptualization, Methodology, Supervision, Writing – review & editing.

The author(s) declare that financial support was received for the research, authorship, and/or publication of this article. Research supported by the French government as part of the “Territoires d’Innovation Pédagogique” program of the “Programme d’investissements d’avenir,” operated by Caisse des Dépôts (La Banque des Territoires).

Acknowledgments

The authors would like to thank the partners in this project for their collaboration: la caisse des dépôts; la banque des territoires; l’académie de Grenoble; l’académie de Lyon; L’Université Grenoble Alpes; Le Campus des Métiers et des Qualifications d’excellence Smart Energy Systems; La Région Auvergne Rhône Alpes; and Engie. The authors would also thank, the colleges and young people who volunteered to take part in this study.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Supplementary material

The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1360166/full#supplementary-material

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Keywords: climate change, ecological transition perceptions, social representation, interest in science, social background, junior high school

Citation: Nadarajah K, Somat A, Baeyens C and Pansu P (2024) How social background and interest in science are linked to junior high school students’ perceptions of the ecological transition. Front. Psychol . 15:1360166. doi: 10.3389/fpsyg.2024.1360166

Received: 28 December 2023; Accepted: 12 March 2024; Published: 12 April 2024.

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Copyright © 2024 Nadarajah, Somat, Baeyens and Pansu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Kévin Nadarajah, [email protected] ; Céline Baeyens, [email protected] ; Pascal Pansu, [email protected]

† These authors share senior authorship

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How to publish a research paper? The researcher must prepare and complete every detail carefully.

How to publish a research paper with a teacher, lecturer or professor

If you have a good relationship with your high school teacher or university lecturer, and you know that they are working on a relevant research paper, you may ask to complete some experiments or research projects together under their guidance. In cases like this, it is typically more applicable for students who have exceptional domain knowledge and will be an asset to the team. Students are also expected to conduct and complete data collection and analysis, and help out with even the most trivial task.

How to publish a research paper? After the research has achieved certain results, the article may be published and with prior discussion, you can put your name in it.

Finding a lecturer or professor to co-publish is not the easiest way to publish a research paper, but once succeeded, it will definitely be a huge highlight in your resume.

If the teachers around you are not working on a research project, you may start looking online for collaboration. There are lecturers and professors from US and UK universities who need an extra helping hand. Google is your best friend!

Search online and email relevant publishers

The type of publisher to which the paper is submitted is very important. Before selecting a journal, you should know the type of content your research paper entails, and choose the same type of journal to submit your paper. Many amateur researchers fail to publish their papers due to improper selection of journals. For example, if you have written a science paper, then you should search for a science-relevant journal publisher.

How to publish a research paper? High school students would also have a higher chance of having their paper published if they select journals specifically targeted at high school students.

Professional research journals generally have their own official websites and submission contacts. Search for a relevant journal website, email or submit your application along with your completed research paper and you will get a chance to publish your research paper.

Participate in academic conference

Some universities with strong academic support often organize academic conferences. An academic conference is a meeting which researchers gather to present their latest findings within their field of work. The key idea of an academic conference is to exchange ideas, participate in a healthy discussion and to keep up with emerging trends. The side benefit of participating in an academic conference is that if you have interesting emerging research, the organizers will collect your findings and submit them. Here are some academic conferences suggested by Imperial College London.

How to publish a research paper? If your paper is included in the proceedings of the conference, then it can be published for free.

Journals which high school students can publish a research paper

• Journal of Emerging Investigators (JEI) – A peer-reviewed journal that publishes original research conducted by middle and high school students in science, technology, engineering, and mathematics (STEM) fields. Website: https://www.emerginginvestigators.org/
• Young Scientist Journal (YSJ) – An international journal that accepts original research papers, reviews, and commentaries from high school students across various scientific disciplines. Website: https://ysjournal.com/
• The Concord Review – A quarterly journal that publishes high school students’ academic research papers in history and the social sciences. Website: http://www.tcr.org/
• The Journal of High School Science Research (JHSSR) – A peer-reviewed journal dedicated to publishing research conducted by high school students in scientific fields. Website: https://www.jhssr.org/
• The Rostrum – A publication that showcases exemplary research, essays, and creative works by high school students in various disciplines, including science, humanities, and social sciences. Website: http://therostrum.net/

Journals which undergraduate students can publish a research paper

• Journal of Undergraduate Research (JUR) – A multidisciplinary journal that accepts research papers from undergraduate students across various fields. Website: https://jur.byu.edu/
• The Undergraduate Journal of Psychology at Berkeley (UJPB) – Publishes original research in psychology conducted by undergraduate students. Website: https://psychology.berkeley.edu/undergraduate-journal-psychology-berkeley
• The Yale Review of Undergraduate Research in Psychology (YRURP) – A journal dedicated to publishing undergraduate research in psychology and related fields. Website: https://yrurp.org/
• Inquiry: The Journal of Undergraduate Research at the University of New Hampshire – Publishes research across various disciplines conducted by undergraduate students. Website: https://www.unh.edu/inquiryjournal/
• Journal of Young Investigators (JYI) – An international, student-run journal that accepts research articles from undergraduate students in science and engineering fields. Website: https://www.jyi.org/
• The American Journal of Undergraduate Research (AJUR) – A multidisciplinary journal that showcases undergraduate research across different fields. Website: https://www.ajuronline.org/
• The Berkeley Scientific Journal (BSJ) – Publishes research conducted by undergraduate students in the sciences, mathematics, and engineering. Website: https://bsj.berkeley.edu/

Next, you may be interested in one of our students who published his research paper on JOURNYS.

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New Data Paint Bleak Picture of Students’ Post High School Outcomes

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For many students who enroll in higher education after high school, a typical “four-year” degree can take twice as long to earn—if they complete it at all.

The findings come from the new federal High School Longitudinal Study, which has tracked a nationally representative sample of more than 20,000 students who entered 9th grade in more than 900 public and private schools in 2009. The new data, collected in 2021, looks at whether students have enrolled and completed different kinds of higher education—and paid for it—as much as eight years after graduating high school.

For example, of the students who started a bachelor’s degree program right after high school in 2013, only 45 percent earned a degree in four years. Sixty-five percent finished in twice that amount of time, leaving more than a third with course time but no credentials eight years later.

The disparities were particularly stark for Black and Pacific Islander students, who were more likely than other student groups to enroll in a higher education program then find themselves unable to complete it.

More time means more tuition, and the study finds students received relatively little federal support for higher education. The Education Data Initiative estimated the average cost of a four-year college was $36,436 per student per year as of 2023, including tuition, books, supplies, and daily living expenses. In-state, public tuition alone averaged nearly $9,700 per year.

That means dragging out the time needed to complete a bachelor’s degree could drive up the total cost by $38,000—not counting fees, interest, living expenses, or income lost from entering the workforce later. The IES study found a little more than 60 percent of students received a federal student loan, and about the same share earned a Pell Grant, awarded to low-income students. Those who got federal student loans received an average of $17,900 total, and low-income students who received Pell Grants received on average only $10,800.

Some students got a boost from dual enrollment

High schools that allowed their students to begin earning credits for college did give their students a leg up, the data suggest.

Among the students who enrolled in higher education, those who had participated in high school duel enrollment made up nearly a third of those who completed their degree or certification, the data show. Dual enrollment students made up only 17 percent of students who enrolled but never completed a certificate or degree. Students who started taking college courses in high school accounted for more than twice the share of Black and Hispanic students who completed higher education as noncompleters.

The federal data also show girls continuing to outpace boys in higher education credentials, regardless of the kind.

High school links matter for science fields

Among students who entered 9th grade in 2009 and completed some kind of postsecondary degree or credential, those with at least a 3.5 grade point average in high school were at least 10 percentage points more likely to earn a STEM credential than those with lower GPAs.

Math achievement was particularly important; more than a third of students who performed in the highest quintile in math went into a STEM field in higher education, versus 12.5 percent or less of students who didn’t perform as well in math.

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Amanda Hoover

Students Are Likely Writing Millions of Papers With AI

Students have submitted more than 22 million papers that may have used generative AI in the past year, new data released by plagiarism detection company Turnitin shows.

A year ago, Turnitin rolled out an AI writing detection tool that was trained on its trove of papers written by students as well as other AI-generated texts. Since then, more than 200 million papers have been reviewed by the detector, predominantly written by high school and college students. Turnitin found that 11 percent may contain AI-written language in 20 percent of its content, with 3 percent of the total papers reviewed getting flagged for having 80 percent or more AI writing. (Turnitin is owned by Advance, which also owns Condé Nast, publisher of WIRED.) Turnitin says its detector has a false positive rate of less than 1 percent when analyzing full documents.

ChatGPT’s launch was met with knee-jerk fears that the English class essay would die . The chatbot can synthesize information and distill it near-instantly—but that doesn’t mean it always gets it right. Generative AI has been known to hallucinate , creating its own facts and citing academic references that don’t actually exist. Generative AI chatbots have also been caught spitting out biased text on gender and race . Despite those flaws, students have used chatbots for research, organizing ideas, and as a ghostwriter . Traces of chatbots have even been found in peer-reviewed, published academic writing .

Teachers understandably want to hold students accountable for using generative AI without permission or disclosure. But that requires a reliable way to prove AI was used in a given assignment. Instructors have tried at times to find their own solutions to detecting AI in writing, using messy, untested methods to enforce rules , and distressing students. Further complicating the issue, some teachers are even using generative AI in their grading processes.

Detecting the use of gen AI is tricky. It’s not as easy as flagging plagiarism, because generated text is still original text. Plus, there’s nuance to how students use gen AI; some may ask chatbots to write their papers for them in large chunks or in full, while others may use the tools as an aid or a brainstorm partner.

Students also aren't tempted by only ChatGPT and similar large language models. So-called word spinners are another type of AI software that rewrites text, and may make it less obvious to a teacher that work was plagiarized or generated by AI. Turnitin’s AI detector has also been updated to detect word spinners, says Annie Chechitelli, the company’s chief product officer. It can also flag work that was rewritten by services like spell checker Grammarly, which now has its own generative AI tool . As familiar software increasingly adds generative AI components, what students can and can’t use becomes more muddled.

Detection tools themselves have a risk of bias. English language learners may be more likely to set them off; a 2023 study found a 61.3 percent false positive rate when evaluating Test of English as a Foreign Language (TOEFL) exams with seven different AI detectors. The study did not examine Turnitin’s version. The company says it has trained its detector on writing from English language learners as well as native English speakers. A study published in October found that Turnitin was among the most accurate of 16 AI language detectors in a test that had the tool examine undergraduate papers and AI-generated papers.

Lauren Goode

William Turton

Eric Ravenscraft

Schools that use Turnitin had access to the AI detection software for a free pilot period, which ended at the start of this year. Chechitelli says a majority of the service’s clients have opted to purchase the AI detection. But the risks of false positives and bias against English learners have led some universities to ditch the tools for now. Montclair State University in New Jersey announced in November that it would pause use of Turnitin’s AI detector. Vanderbilt University and Northwestern University did the same last summer.

“This is hard. I understand why people want a tool,” says Emily Isaacs, executive director of the Office of Faculty Excellence at Montclair State. But Isaacs says the university is concerned about potentially biased results from AI detectors, as well as the fact that the tools can’t provide confirmation the way they can with plagiarism. Plus, Montclair State doesn’t want to put a blanket ban on AI, which will have some place in academia. With time and more trust in the tools, the policies could change. “It’s not a forever decision, it’s a now decision,” Isaacs says.

Chechitelli says the Turnitin tool shouldn’t be the only consideration in passing or failing a student. Instead, it’s a chance for teachers to start conversations with students that touch on all of the nuance in using generative AI. “People don’t really know where that line should be,” she says.

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Journal of Student Research

Journal of Student Research (JSR) is an Academic, Multidisciplinary, and Faculty-reviewed Journal (Houston, Texas) devoted to the Rapid Dissemination of Current Research Published by High School Edition , Undergraduate and Graduate Students.

Browse Articles

Articles Indexed in Scholarly Databases

Focus and Scope

Students strive to be successful at publications, and with JSR, authors aspiring to publish will receive scholarly feedback after the reviews of their submissions are received. This feedback will help authors identify areas of improvement to their submission and help them better understand the process to be successful at publication. Once published, we strive to provide a global platform for our authors to showcase their work.

Faculty-Refereed Review Process

This journal uses a double-blind review, which means that both the reviewer and author identities are concealed from the reviewers, and vice versa, throughout the review process. Authors need to ensure that their manuscripts do not give away their identity to facilitate this. To find out more about the review process, please visit the  Author Guidelines  page. We invite teachers and faculty interested in reviewing articles for this journal; please visit our  Reviewers  page for more information.

Open Access Policy

This journal provides access to its published content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Learn more about Open Access .

Authors Retain Copyright

All articles published in this journal are under a Creative Commons License and the authors retain the copyright to their work.

Announcements

Call for papers: volume 13 issue 3.

If you are a high school student or a recent high school graduate aspiring to publish your research, we are accepting submissions. Submit Your Article Now!

Deadline: 11:59 p.m. May 31, 2024

Alpha Scholars Fall/Winter 2023-2024 Medal Winners

Alpha Scholars is a rigorous social science research program that teaches college-level research, writing and presentation skills to high school students in support of the UN Sustainable Development Goals. Students work one-on-one with Harvard student mentors in advanced study and research of a topic related to their chosen SDG, culminating in a 15-page research paper and 15-minute presentation.

Congratulations to all Fall/Winter 2023-2024 medal winners on the quality of your research papers!

Aguirre, Kiara. Innova Schools Bertello, Peru . “ Unveiling the Peruvian Coca Leaf Trade: A Comparative Study of the Impact of the National Coca Enterprise in the VRAEM vs La Convencion ”

Laanait, Tristan. Fulton Science Academy, USA . “ An Analysis of the Barriers Facing the Implementation of Duckweed Wastewater Phytoremediation Systems in Low-Income Developing Countries ”

Wu, Jasmine. Taipei Wego Private Senior High School, Taiwan . “ Examining the Impacts of Debt-for-Nature Swaps: Insights from Peru, Indonesia, and Brazil ”

Silver Medal

Chun, Kaylee. La Canada High School, USA . “ Variation of Involuntary Hospitalization Rates in America: A Florida Case Study ”

Cruz, Valentina Vale Farias. Colégio Militar de Fortaleza, Brazil . “ Promoting Quality Education: Introducing Academic Olympiads as a Mechanism for Accomplishing Global Citizenship in Brazil ”

Malinović, Desanka. Barry Goldwater High School, USA . “ Post-war Posts: An Exploration Into How Instagram May Aid in Relearning the History of the Yugoslavian Civil War ”

Pereira, Yasmim Gabriel. Colégio Militar de Campo Grande, Brazil . “ Future Political Agenda: An Analysis of the COVID-19 Pandemic’s Implications on Teenage Students’ Mental Health in Brazil ”

Bronze Medal

Bobbala, Aadhya. Keystone School, USA . “Education is a Need, Not a Want: A Descriptive and Comparative Analysis of Obstacles to Girls’ Education in India, Afghanistan, and Pakistan”

Fernández, Martina. 4-004 Mercedes A. de Segura, Argentina . “From Tango to Capoeira: Unmasking the Rhythms of Diverse Socio-cultural Factors of Domestic Violence in Brazil and Argentina”

Levine, William. University High School, USA . “Agriculture in Haiti: An Analysis on the Impact of Colonial History and Foreign Intervention on Agricultural Systems”

Loyola, Angelo. C.T.E Jesus Obrero, Peru. “Extracurricular Activities: An Ally for Education and Socioemotional Development”

Stover, Joshlyn. James Madison High School, USA . “Agroforestry in Brazil: The Possibility of Agroforestry Systems to Mitigate the Adverse Effects of Cattle Ranching in the Amazon While Preserving Brazil's Economy”

To learn more about the Alpha Scholars program and apply, please visit alphascholars.org , or follow us on Instagram @alpha_scholars_research .

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Harvard and Caltech Will Require Test Scores for Admission

The universities are the latest highly selective schools to end their policies that made submitting SAT or ACT scores optional.

By Anemona Hartocollis and Stephanie Saul

Harvard will reinstate standardized testing as a requirement of admission, the university announced Thursday, becoming the latest in a series of highly competitive universities to reverse their test-optional policies.

Students applying to enter Harvard in fall 2025 and beyond will be required to submit SAT or ACT scores, though the university said a few other test scores will be accepted in “exceptional cases,” including Advanced Placement or International Baccalaureate tests. The university had previously said it was going to keep its test-optional policy through the entering class of fall 2026.

Within hours of Harvard’s announcement, Caltech, a science and engineering institute, also said it was reinstating its testing requirements for students applying for admission in fall 2025.

The schools had been among nearly 2,000 colleges across the country that dropped test score requirements over the last few years, a trend that escalated during the pandemic when it was harder for students to get to test sites.

Dropping test score requirements was widely viewed as a tool to help diversify admissions, by encouraging poor and underrepresented students who had potential but did not score well on the tests to apply. But supporters of the tests have said without scores, it became harder to identify promising students who outperformed in their environments.

In explaining its decision to accelerate the return to testing, Harvard cited a study by Opportunity Insights , which found that test scores were a better predictor of academic success in college than high school grades and that they can help admissions officers identify highly talented students from low income groups who might otherwise had gone unnoticed.

“Standardized tests are a means for all students, regardless of their background and life experience, to provide information that is predictive of success in college and beyond,” Hopi Hoekstra, dean of the faculty of arts and sciences, said in a statement announcing the move.

“In short, more information, especially such strongly predictive information, is valuable for identifying talent from across the socioeconomic range,” she added.

Caltech, in Pasadena, Calif., said that reinstating testing requirements reaffirmed the school’s “commitment as a community of scientists and engineers to using all relevant data in its decision-making processes.”

Harvard and Caltech join a growing number of schools, notable for their selectivity, that have since reversed their policies, including Brown, Yale, Dartmouth, M.I.T., Georgetown, Purdue and the University of Texas at Austin.

For Harvard, the move comes at a time of transition, and perhaps a return to more conservative policies.

Last June, the Supreme Court struck down race-conscious college admissions in cases involving Harvard and the University of North Carolina, raising fears that with the demise of affirmative action, those schools would become less diverse.

And in January, Harvard’s first Black president, Claudine Gay, resigned under pressure from critics who said she had not acted strongly enough to combat antisemitism on campus after the Oct. 7 attack by Hamas on Israel, and under mounting accusations of plagiarism in her academic work, which she stood by.

The provost, Alan Garber, was named interim president, while the dean of the law school, John Manning, became interim provost, the university’s second-highest administrative position. Mr. Manning is considered a strong potential candidate to replace Dr. Gay. His background stands out for his conservative associations, having clerked for the former Supreme Court justice Antonin Scalia.

In the current climate on campus, a return to test scores could be seen as a return to tradition. It also may address concerns of many parents that the college admissions process, especially in elite institutions, is inscrutable and disconnected from merit.

Applications to Harvard were down by 5 percent this year, while those at many of its peer universities went up, suggesting that the recent turmoil may have dented its reputation. But it still received a staggering number of undergraduate applications — 54,008 — and admitted only 3.6 percent. Requiring test scores could make sorting through applications more manageable.

Critics of standardized tests have long raised concerns that the tests helped fuel inequality because some wealthier students raised their scores through high-priced tutoring. But recent studies have found that test scores help predict college grades, chances of graduation and post-college success, and that test scores are more reliable than high school grades, partly because of grade inflation in recent years .

But Robert Schaeffer, director of public education at FairTest, an organization that opposes standardized testing, said Thursday that the Opportunity Insights analysis had been criticized by other researchers. “Those scholars say that when you eliminate the role of wealth, test scores are not better than high school G.P.A.,” he said, adding that it is not clear whether that pattern is true among the admissions pool at super selective colleges such as Harvard.

Mr. Schaeffer said that at least 1,850 universities remain test optional, including Michigan, Vanderbilt, Wisconsin and Syracuse, which have recently extended their policies. “The vast majority of colleges will not require test scores.” An exception, he said, could be the University of North Carolina system, which is considering a plan to require tests, but only for those students with a G.P.A. below 2.8.

Acknowledging the concerns of critics, Harvard said that it would reassess the new policy regularly. The school said that test scores would be considered along with other information about an applicant’s experience, skills, talents, contributions to communities and references. They will also be looked at in the context of how other students are doing at the same high school.

“Admissions officers understand that not all students attend well-resourced schools, and those who come from modest economic backgrounds or first-generation college families may have had fewer opportunities to prepare for standardized tests,” William R. Fitzsimmons, Harvard’s dean of admissions and financial aid, said in a statement.

Harvard said that in the interest of selecting a diverse student body, it has enhanced financial aid and stepped up recruitment of underserved students by joining a consortium of 30 public and private universities that recruits students from rural communities.

An earlier version of this article misstated Robert Schaeffer’s position. He is the director of public education at FairTest, not the director.

How we handle corrections

Anemona Hartocollis is a national reporter for The Times, covering higher education. More about Anemona Hartocollis

Stephanie Saul reports on colleges and universities, with a recent focus on the dramatic changes in college admissions and the debate around diversity, equity and inclusion in higher education. More about Stephanie Saul