Welcome to the IRIS glossary. This page includes definitions, concepts and terminology about student-led research and innovation in schools. We’ll keep adding to this, so please get in touch if you think there’s something missing that would be helpful for us to explain in more detail.
Authentic science
Authentic science involves students experiencing what ‘real science’ feels like, similar to the work carried out by researchers and scientists. Students can explore questions and theories by investigating, testing ideas and sharing what they found out. They might collect data, use real software and tools, and talk to scientists and people from industry.
When students get involved in authentic science whilst at school, they’re more likely to see themselves as scientists, and go on to pursue science in education and their careers. IRIS projects provide students the opportunity to take part in authentic science, where they can work with real data sets such as satellite imagery from Sentinel-2, and collaborate with top universities and organisations across the world.
Investigative research projects
Investigative research projects (IRPs) are long-term science projects led by students. Students design the research question, plan how to investigate it, collect and analyse their own data, and report on their results. IRIS projects are an example of an investigative research project.
Taking part in an IRP helps students understand what science looks like out of the classroom. It can also build confidence, transferable skills such as problem solving, and showcase more about careers in science. IRPs create links between students, teachers, schools, universities and partners, connecting students with industry.
Research and innovation
Research and innovation (R&I) is a term widely used in policy. It brings together research, which describes the process of discovering new ideas, and innovation, taking those ideas and using them to help solve problems in the real world. The government’s Industrial Strategy puts R&I at the centre of boosting the economy.
Science capital
Science capital refers to all the science-related knowledge, experiences and resources that a person builds throughout their life. This can include things like reading science books, visiting museums, taking part in after-school clubs, and knowing someone who works in a STEM job.
Students with higher science capital often feel more confident in science and are more likely to continue studying it and pursuing a career in STEM.
By increasing science opportunities, schools can help increase students’ science capital and reduce gaps between students from different socio-economic backgrounds.
Taking part in an IRIS project can help build students’ science capital by taking part in authentic research, attending masterclasses and webinars, and sharing their conclusions with other researchers at our annual conferences. Students expand their networks, working with industry and universities, and build an understanding of science-related knowledge.
Science Identity
Science identity is how someone sees themselves in relation to science. When students feel that they are ‘doing real science’, they understand what it might be like to be a scientist and feel more connected to the science community. This experience can help develop their identity as someone who belongs in science.
Science identity can change over time and can be influenced by teachers, family, other students and real experiences of science, such as investigative research projects (IRPs). Feeling confident and recognised in their science work can help students imagine themselves as scientists, or in a STEM career.
When students take part in an IRIS project, they begin to see themselves as scientists, working on real data and having an impact on real-world challenges.