botany research topics for high school students

171+ Botany Research Topics For High School Students

Botany subject matter takes center stage in our blog, offering a captivating exploration of the latest advancements and intriguing facets within the realm of plant science. Delving into diverse Botany research topics, we unravel the complexities of plant life, from molecular intricacies to ecological dynamics. Whether you’re a seasoned botanist, a curious learner, or simply fascinated by the wonders of the botanical world, our blog promises to be a rich resource. 

Join us on a journey through the verdant landscapes of scientific discovery, where each post unveils the secrets and marvels that make plants not just a living entity, but an endlessly intriguing and vital part of our planet. Let the exploration of Botany’s wonders commence!

Table of Contents

About Botany Research Topic

Botany research topics for high school students offer a fascinating journey into the world of plants, cultivating both academic growth and practical skills. By aligning research interests, relevance to the curriculum, and collaboration with teachers, students can explore captivating ideas like plant adaptations to climate change, medicinal properties of indigenous plants, and the impact of soil pH on plant growth. Access to resources such as laboratory facilities, online databases, and botanical gardens empowers students to conduct experiments, analyze data, and present their findings effectively. Overcoming challenges, sharing success stories, and considering the broader impact on college applications enrich the botany research experience, fostering a lifelong passion for plant sciences. Discover the boundless possibilities within this engaging field.

Importance of Botany Research for High School Students

Here are some importance of botany research topics for students: 

1. Academic Growth

High school students engaging in botany research not only enhance their academic prowess but also develop critical thinking skills. Exploring the intricate world of plants fosters a deeper understanding of biological concepts.

2. Skill Development

Beyond textbooks, botany research cultivates practical skills. From designing experiments to analyzing data, students gain hands-on experience that transcends the confines of traditional classroom learning.

3. Future Career Opportunities

Botany research sets the stage for future career opportunities in diverse fields such as environmental science, agriculture, and pharmaceuticals. It serves as a stepping stone for those passionate about contributing to scientific advancements.

4. Personal Growth and Curiosity

Engaging in botany research sparks personal growth and curiosity among high school students. Investigating plant life encourages a sense of wonder and a desire for knowledge, instilling a lifelong love for learning. This intrinsic motivation goes beyond academic requirements, nurturing a curious mindset that extends into various aspects of their lives.

5. Environmental Awareness and Conservation

Botany research instills a sense of environmental awareness and conservation ethics in high school students. By studying plant ecosystems, students develop a profound understanding of the delicate balance within nature. This heightened awareness cultivates a responsibility towards environmental stewardship, preparing them to address pressing global issues related to biodiversity loss and climate change.

Choosing Botany Research Topics

Here are some steps to choose the botany research topics for students:

Aligning with Interest

Selecting a topic aligned with personal interests enhances motivation and engagement. Whether it’s the study of plant adaptations or medicinal properties, a genuine curiosity fuels meaningful research.

Relevance to High School Curriculum

Choosing topics relevant to the high school curriculum ensures that students integrate research seamlessly into their academic journey. This alignment facilitates a more comprehensive understanding of botanical concepts.

Collaboration with Teacher

Teachers play a pivotal role in guiding students toward suitable research topics. Collaborating with educators helps students navigate the vast array of possibilities and ensures the chosen topic aligns with academic goals.

Also Read: ECE Project Ideas for Final Year

Botany Research Topics For High School Students

Here are some botany research topics for high school students in 2024:

Plant Adaptations

• The Role of Leaf Morphology in Drought Resistance
• Investigating Root Modifications for Nutrient Absorption
• Adaptations of Xerophytes to Arid Environments
• Comparative Study of Hydrophyte Adaptations in Aquatic Environments
• Sun vs. Shade: Examining Plant Responses to Light Variations
• Thermal Adaptations in Plants: Surviving Extreme Temperatures
• Evolutionary Patterns in Plant Adaptations to High Altitudes
• Investigating CAM Photosynthesis in Desert Plants
• Role of Epiphytic Plants in Tropical Forest Canopies
• Exploring Plant Responses to Soil Salinity
• Xylem Adaptations for Water Transport in Drought-Resistant Plants
• Investigating Leaf Surface Structures in Hydrophobic Plant Adaptations
• Shade Tolerance in Plants: Examining Strategies for Low-Light Environments
• Extreme Cold Adaptations: How Plants Survive Freezing Temperatures
• Evolutionary Significance of Plant Mimicry in Adaptations

Medicinal Plants

• Bioactive Compounds in Traditional Medicinal Herbs
• Evaluating Antimicrobial Properties of Plant Extracts
• Investigating Anti-Inflammatory Agents in Medicinal Plants
• Analyzing the Potential of Plants in Cancer Treatment
• Ethnobotany: Studying Indigenous Medicinal Plant Knowledge
• Comparative Analysis of Medicinal Properties in Common Weeds
• Herbal Remedies for Respiratory Disorders: A Botanical Perspective
• Antioxidant Properties of Culinary Herbs
• Exploring Plant-Based Therapies for Neurological Disorders
• Investigating Anti-diabetic Compounds in Plant Extracts
• Investigating Plant-Based Compounds for Antiviral Properties
• Neuroprotective Properties of Plants: Potential Therapies for Brain Health
• Traditional vs. Modern Medicine: A Comparative Study of Plant Remedies
• Anti-inflammatory Potential of Plants Used in Traditional Chinese Medicine
• Exploring Plant-Based Treatments for Metabolic Syndrome

Soil and Plant Growth

• Impact of Soil Microorganisms on Plant Health
• Soil Amendments and Their Effect on Crop Yields
• Rhizosphere Ecology: Understanding Soil-Root Interactions
• Soil pH Variations and Their Influence on Plant Nutrient Uptake
• Nitrogen-Fixing Plants: Enhancing Soil Fertility
• Allelopathy: Investigating Plant-Plant Interactions in Soils
• The Role of Mycorrhizal Fungi in Nutrient Absorption
• Soil Erosion Control: Plant-Based Strategies
• Microbial Biofertilizers for Sustainable Agriculture
• Phytoremediation of Contaminated Soils
• Microbial Diversity in Rhizosphere: Its Impact on Plant Health
• Exploring Organic Soil Amendments for Sustainable Crop Production
• The Influence of Soil Microbes on Nitrogen Fixation in Leguminous Plants
• Mycorrhizal Fungi and Plant Phosphorus Uptake: A Mutualistic Relationship
• Phytoremediation of Heavy Metals: Plant-Based Strategies for Soil Cleanup

Plant Genetics

• Genetic Variation in Wild vs. Cultivated Plant Populations
• Epigenetic Modifications in Plant Development
• CRISPR-Cas9 Technology in Plant Genome Editing
• Investigating Plant Hybridization and Its Implications
• Mendelian Genetics in Plant Breeding
• Genetic Diversity in Endangered Plant Species
• Gene Expression in Response to Environmental Stress
• Study of Plant Genome Sequencing: Advances and Challenges
• Transgenic Plants for Improved Crop Traits
• Investigating the Genetics of Plant Pathogen Resistance
• CRISPR-Cas12b System: Advancements in Precision Plant Genome Editing
• Investigating Epigenetic Changes in Plants Exposed to Environmental Stress
• Genetic Markers for Assessing Biodiversity in Plant Populations
• Transcriptomics: Studying Gene Expression Patterns in Plants under Abiotic Stress
• 15. Investigating the Epigenetic Inheritance of Adaptive Traits in Plant Evolution

Plant Ecology

• Biodiversity Hotspots: Plant Species Richness in Different Ecosystems
• Impact of Invasive Plant Species on Native Ecosystems
• Ecological Significance of Plant-Pollinator Interactions
• Plant Community Dynamics in Successional Habitats
• The Role of Plants in Carbon Sequestration
• Urban Green Spaces: Assessing Plant Diversity in Cities
• Edible Forests: Sustainable Agriculture in Agroforestry Systems
• Alpine Plant Adaptations to Harsh Climatic Conditions
• The Impact of Climate Change on Plant Distribution
• Studying Plant-Soil Feedbacks in Natural Habitats
• Fire Adaptations in Plant Communities: Studying Post-Fire Succession
• Microclimates in Urban Environments: Impact on Plant Species Distribution
• The Role of Plants in Carbon Sequestration in Wetland Ecosystems
• Assessing the Ecological Impact of Invasive Aquatic Plant Species
• Ecosystem Services Provided by Plant Diversity in Agricultural Landscapes

Plant Physiology

• Investigating Photosynthetic Pathways in C3 and C4 Plants
• Stomatal Regulation: Adapting to Environmental Conditions
• Water Transport in Plants: From Roots to Leaves
• Hormonal Regulation of Plant Growth and Development
• Understanding Plant Responses to Light: Photomorphogenesis
• Investigating Plant Senescence: The Aging Process
• Osmotic Stress in Plants: Mechanisms of Adaptation
• Plant Nutrient Uptake: From Soil to Cells
• Plant Biomechanics: How Plants Respond to Mechanical Stress
• The Role of Plant Secondary Metabolites in Defense Mechanisms
• Investigating the Role of Plant Hormones in Stomatal Closure
• Light Signal Perception: How Plants Respond to Different Light Wavelengths
• Water Use Efficiency in Cacti: A Study of Osmotic Adjustments
• Analyzing the Impact of Mechanical Stress on Plant Growth Hormones
• Investigating the Metabolic Pathways of Secondary Metabolites in Plants

Ethical Use of Plants

• Sustainable Harvesting of Medicinal Plants: Balancing Conservation and Utilization
• Ethical Considerations in Plant Genetic Engineering
• Fair Trade Practices in the Plant-Based Industry
• Indigenous Knowledge and Intellectual Property Rights in Ethnobotany
• Plant Conservation Ethics: Protecting Endangered Species
• Cultural Perspectives on Plant Use: A Global Comparison
• Organic Farming Practices: Enhancing Soil Health and Plant Nutrition
• Balancing Economic Development and Plant Biodiversity Conservation
• Plant-Based Products: Navigating Ethical Consumer Choices
• Ethical Considerations in Herbal Medicine Research
• Ethical Considerations in the Global Trade of Medicinal Plants
• Indigenous Ecological Knowledge: Integrating Traditional Practices in Conservation
• Plant Conservation and Indigenous Rights: A Collaborative Approach
• Sustainable Practices in Wild Harvesting of Medicinal Plants
• Ethical Marketing of Plant-Based Products: Transparency and Consumer Trust

Plant Anatomy and Morphology

• Comparative Anatomy of Different Plant Tissues
• Trichomes: Their Structure and Functions in Plant Defense
• Investigating Leaf Venation Patterns in Dicot vs. Monocot Plants
• Xylem and Phloem Structure: Transport Systems in Plants
• Floral Morphology: Adaptations for Pollination
• Stem Modifications in Succulent Plants
• Root Nodules in Leguminous Plants: Anatomical Insights
• Comparative Study of Plant Epidermal Structures
• Wood Anatomy: Growth Rings and Environmental Signals
• Investigating Adaptive Leaf Modifications in Desert Plants
• Investigating Trichome Density as an Indicator of Plant Stress
• Leaf Morphology and Water Use Efficiency in Different Plant Species
• Xylem and Phloem Transport in Succulent Plants: Anatomical Insights
• Exploring Floral Morphology in Orchids: Adaptations for Specific Pollinators
• Stem Anatomy in Climbing Plants: Mechanisms for Vertical Growth

Plant Pathology

• Fungal Pathogens in Agricultural Crops: Identification and Management
• Viral Diseases in Ornamental Plants: Epidemiology and Control
• Bacterial Pathogens and Plant Immune Responses
• Understanding Resistance Mechanisms in Genetically Modified Plants
• Nematode Infestations in Crop Plants: Strategies for Control
• Emerging Plant Diseases: Investigating Causes and Solutions
• Phytophthora Infestations in Forest Ecosystems: Impact and Management
• The Role of Endophytic Microorganisms in Plant Disease Resistance
• Biocontrol Agents: Using Beneficial Microbes to Manage Plant Pathogens
• Integrated Pest Management in Sustainable Agriculture
• Investigating Plant Immune Responses to Emerging Viral Pathogens
• Impact of Climate Change on Nematode Infestations in Crop Plants
• Plant Disease Surveillance: Early Detection and Prevention Strategies
• Investigating Endophytic Microorganisms as Biocontrol Agents in Agriculture
• Sustainable Approaches to Integrated Pest Management in Greenhouse Farming

Plant Reproduction

• Pollination Mechanisms in Orchid Species
• Seed Dispersal Strategies in Wind-Pollinated Plants
• Investigating Floral Scent Chemistry and Reproductive Success
• The Role of Mycorrhizal Fungi in Orchid Reproduction
• Comparative Study of Asexual and Sexual Reproduction in Plants
• Flowering Time Control: Genetic Mechanisms and Environmental Factors
• Investigating Self-Pollination vs. Cross-Pollination in Plant Species
• Seed Dormancy and Germination: Factors Influencing Plant Life Cycle
• Gametophyte Development in Mosses: A Comparative Analysis
• Investigating Apomixis in Plants: Asexual Seed Production
• Floral Morphogenesis: Genetic Control of Petal and Sepal Development
• Investigating the Role of Nectar Chemistry in Pollinator Attraction
• Hybrid Seed Production: Challenges and Opportunities in Agriculture
• Symbiotic Relationships between Plants and Mycorrhizal Fungi
• The Impact of Environmental Factors on Seed Germination Timing

Plant Evolution

• Evolutionary Adaptations in Carnivorous Plants
• Paleobotany: Studying Ancient Plant Fossils
• Comparative Genomics in Plant Evolutionary Studies
• Evolutionary Significance of Plant Secondary Metabolites
• Investigating Evolutionary Relationships in Plant Families
• Evolution of C4 Photosynthesis in Grasses
• Coevolution of Plants and Their Pollinators
• Adaptive Radiation in Island Plant Species
• Evolution of Plant Sex Determination Mechanisms
• Evolutionary Consequences of Polyploidy in Plants
• Plant Evolution in Anthropogenic Landscapes: Human-Induced Selection Pressures
• Molecular Clocks in Plant Evolution: Estimating Divergence Times
• Evolutionary Adaptations in Halophytic Plants: Surviving Saline Environments
• Investigating Coevolutionary Patterns Between Plants and Herbivores
• Paleoclimate Reconstruction Using Plant Fossil Records: Insights into Environmental Changes

Plant Biotechnology

• Genetic Engineering for Increased Crop Yield
• Investigating the Use of Plant Tissue Culture in Cloning
• CRISPR-Cas12a System for Precise Plant Genome Editing
• Metabolic Engineering of Plants for Biofuel Production
• Developing Transgenic Plants for Enhanced Nutrient Content
• Plant-Microbe Interactions in Bioremediation Processes
• Nanotechnology Applications in Plant Biotechnology
• RNA Interference (RNAi) for Pest Control in Agriculture
• Synthetic Biology Approaches in Plant Engineering
• Application of Plant Biotechnology in Phytoremediation
• CRISPR-Cas Systems beyond Cas12a: Emerging Genome Editing Technologies
• Epigenome Editing in Plants: Controlling Gene Expression without DNA Alteration
• Using Plant-Microbe Interactions for Enhanced Nutrient Uptake
• Smart Nanomaterials for Controlled Release of Plant Growth Regulators
• Exploring the Potential of RNA-Based Vaccines for Plant Pathogen Control

These diverse botany research topics aim to inspire high school students to delve into the intriguing world of botany, fostering a deeper understanding of plant sciences and encouraging a passion for research.

In conclusion, our Botany research blog strives to cultivate a deeper appreciation for the marvels of plant life. From the microscopic intricacies to the vast ecological tapestry, we’ve explored the forefront of Botany’s ever-evolving landscape. As we continue to unravel the secrets of the green world, we invite you to stay connected for future discoveries and insights. Whether you’re a scientist, student, or plant enthusiast, our journey into Botany’s depths aims to inspire and foster a profound understanding of the integral role plants play in shaping our planet.

1. What makes botany research topics suitable for high school students?

Botany research topics offer a hands-on approach to learning, fostering critical thinking and practical skills. Engaging in these topics enhances academic growth and opens doors to future career opportunities in various scientific fields.

2. How can high school students access resources for botany research?

High school students can access resources like laboratory facilities, online databases, and botanical gardens. Collaborating with teachers and leveraging educational platforms enriches the research experience. Seek guidance, utilize available tools, and explore the vast world of botany research topics.

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100+ Botany Research Topics [Updated 2024]

Botany, the scientific study of plants, holds the key to understanding the intricate and fascinating world of flora that surrounds us. As we delve into the realm of botany research, we uncover a vast array of botany research topics that not only contribute specifically to our scientific knowledge but also play an important role in addressing real-world challenges. 

In this blog, we will embark on a journey through the rich landscape of botany research, exploring various captivating topics that researchers are delving into.

How to Select Botany Research Topics?

Table of Contents

Selecting an appropriate and engaging botany research topic is a crucial step in the research process. Whether you are a student working on a thesis, a scientist planning a research project, or someone passionate about exploring the wonders of plant biology, the right choice of topic can significantly impact the success and enjoyment of your research. 

Here are some guidelines on how to select botany research topics:

• Identify Your Interests:
• Start by reflecting on your own personal interests within the field of botany. Consider the aspects of plant biology that fascinate you the most. 
• Whether it’s plant physiology, taxonomy, ecology, genetics, or any other subfield, choosing a topic aligned with your interests can make the research process more enjoyable.
• Review Literature:
• Conduct a thorough review and it will be of existing literature in botany. Explore recent research articles, journals, and books to identify gaps in knowledge, emerging trends, and areas where further investigation is needed. 
• This can help you find inspiration and identify potential research questions.
• Consider Relevance:
• Assess the relevance of your chosen topic to the current state of botany and its applications. Consider how your research could contribute to addressing real-world challenges, advancing scientific knowledge, or informing practical solutions. 
• Relevant research topics often garner more attention and support.
• Evaluate Feasibility:
• Evaluate all possible feasibility of your chosen topic in terms of available resources, time constraints, and research capabilities. 
• Consider the accessibility of study sites, the availability of equipment and materials, and the level of expertise required. A feasible research topic is one that aligns with your resources and constraints.
• Collaborate and Seek Guidance:
• Discuss your ideas with mentors, professors, or colleagues in the field. 
• Collaborative discussions can provide valuable insights, help refine your research questions, and guide you toward topics that align with current research priorities.
• Explore Emerging Technologies:
• Consider incorporating emerging technologies and methodologies in your research. This not only adds a contemporary dimension to your study but also opens up new possibilities for exploration. 
• Technologies like CRISPR-Cas9, high-throughput sequencing, and remote sensing have revolutionized botany research.
• Think Interdisciplinary:
• Botany often intersects with various other disciplines, such as ecology, genetics, molecular biology, environmental science, and more. 
• Consider interdisciplinary approaches to your research, as this can lead to innovative and comprehensive insights.
• Address Global Challenges:
• Botany research can play a crucial role in addressing global challenges like climate change, food security, and biodiversity loss. 
• Choosing a topic that contributes to solving or mitigating these challenges adds societal relevance to your work.
• Explore Local Flora:
• If applicable, explore the flora of your local region. Investigating plant species native to your area can have practical implications for local conservation, biodiversity studies, and environmental management.
• Stay Inquisitive and Open-Minded:
• Keep an open mind and stay curious. Scientific research often involves unexpected discoveries, and being open to exploration can lead to novel and exciting findings. 
• Be willing to adapt your research questions based on your findings and new insights.

100+ Botany Research Topics For All Students

Plant physiology.

• The Role of Plant Hormones in Growth and Development
• Mechanisms of Photosynthesis: A Comprehensive Study
• Impact of Environmental Stress on Plant Physiology
• Water Use Efficiency in Plants: Regulation and Adaptation
• Nutrient Uptake and Transport in Plants
• Signaling Pathways in Plant Defense Mechanisms
• Regulation of Flowering Time in Plants
• Physiological Responses of Plants to Climate Change
• Role of Mycorrhizal Associations in Plant Nutrition
• Stress Tolerance Mechanisms in Halophytic Plants

Plant Taxonomy

• Phylogenetic Analysis of a Plant Family: Case Study
• Integrating Molecular Systematics in Plant Taxonomy
• Plant DNA Barcoding for Species Identification
• Revision of a Plant Genus: Taxonomic Challenges
• Cryptic Species in Plant Taxonomy: Detection and Implications
• Floristic Diversity in a Specific Geographic Region
• Evolutionary Trends in Angiosperms
• Ethnobotanical Contributions to Plant Taxonomy
• Application of GIS in Plant Taxonomy
• Conservation Status Assessment of Endangered Plant Species

Plant Ecology

• Ecosystem Services Provided by Plants
• Dynamics of Plant-Animal Interactions in a Habitat
• Impact of Invasive Plant Species on Native Flora
• Plant Community Composition Along Environmental Gradients
• Ecological Consequences of Plant-Pollinator Decline
• Microbial Interactions in the Rhizosphere
• Plant Responses to Fire: Adaptation and Recovery
• Climate Change Effects on Plant Phenology
• Restoration Ecology: Reintroducing Native Plants
• Plant-Soil Feedbacks and Ecosystem Stability

Plant Pathology

• Molecular Mechanisms of Plant-Pathogen Interactions
• Emerging Plant Diseases: Causes and Consequences
• Integrated Disease Management in Agriculture
• Fungal Pathogens: Diversity and Control Strategies
• Plant Immunity and Defense Mechanisms
• Resistance Breeding Against Viral Pathogens
• Bacterial Diseases in Crop Plants: Diagnosis and Management
• Impact of Climate Change on Plant Pathogen Dynamics
• Biocontrol Agents for Plant Disease Management
• Genetic Basis of Host Susceptibility to Plant Pathogens

Ethnobotany

• Traditional Medicinal Plants: Documentation and Validation
• Cultural Significance of Plants in Indigenous Communities
• Ethnobotanical Survey of a Specific Region
• Sustainable Harvesting Practices of Medicinal Plants
• Traditional Plant Use in Rituals and Ceremonies
• Plant-Based Foods in Indigenous Diets
• Ethnopharmacological Studies on Antimicrobial Plants
• Conservation of Ethnobotanical Knowledge
• Ethnobotanical Contributions to Modern Medicine
• Indigenous Perspectives on Plant Conservation

Genetic and Molecular Biology

• CRISPR-Cas9 Applications in Plant Genome Editing
• Epigenetics in Plant Development and Stress Response
• Functional Genomics of Plant Responses to Abiotic Stress
• Genetic Diversity in Crop Plants and its Conservation
• Genetic Mapping and Marker-Assisted Selection in Plant Breeding
• Genome Sequencing of Non-Model Plant Species
• RNA Interference in Plant Gene Regulation
• Comparative Genomics of Plant Evolution
• Genetic Basis of Plant Adaptation to Extreme Environments
• Plant Epigenome Editing: Methods and Applications

Plant Anatomy and Morphology

• Comparative Anatomy of C3 and C4 Plants
• Xylem and Phloem Development in Plants
• Leaf Anatomy and Adaptations to Photosynthesis
• Morphological Diversity in Plant Reproductive Structures
• Evolution of Floral Symmetry in Angiosperms
• Root Architecture and its Functional Significance
• Stem Cell Dynamics in Plant Meristems
• Comparative Morphology of Succulent Plants
• Tissue Regeneration in Plants: Mechanisms and Applications
• Wood Anatomy and Tree-Ring Analysis in Dendrochronology

Climate Change and Plant Responses

• Impact of Global Warming on Alpine Plant Communities
• Plant Responses to Elevated CO2 Levels
• Drought Tolerance Mechanisms in Plants
• Shifts in Plant Phenology Due to Climate Change
• Climate-Induced Changes in Plant-Pollinator Interactions
• Carbon Sequestration Potential of Forest Ecosystems
• Ocean Acidification Effects on Seagrass Physiology
• Plant Responses to Increased Frequency of Extreme Events
• Alpine Plant Adaptations to Harsh Environments
• Climate-Driven Changes in Plant Distribution and Biogeography

Emerging Technologies in Botany Research

• Application of Machine Learning in Plant Phenotyping
• Nanotechnology in Plant Science: Current Status and Future Prospects
• Metagenomics in Studying Plant Microbiomes
• Remote Sensing for Monitoring Plant Health
• High-Throughput Sequencing in Plant Genomics
• CRISPR-Based Gene Drives for Ecological Restoration
• Advances in Plant Imaging Techniques
• Synthetic Biology Approaches in Plant Engineering
• Augmented Reality Applications in Plant Biology Education
• Digital Herbariums: Integrating Technology in Plant Taxonomy

Misc Botany Research Topics

• Metabolic Pathways in Plant Secondary Metabolism: Regulation and Significance
• Population Genomics of Endangered Plant Species: Implications for Conservation
• Impact of Soil Microbes on Plant Health and Productivity
• Evolutionary Dynamics of Plant-Pathogen Coevolution: Insights from Molecular Data
• Application of CRISPR-Based Gene Editing for Improving Crop Traits
• Phytochemical Profiling of Medicinal Plants for Drug Discovery
• Investigating the Role of Epigenetic Modifications in Plant Stress Responses
• Role of Plant Volatile Organic Compounds (VOCs) in Ecological Interactions
• Biotic and Abiotic Factors Influencing Plant Microbiome Composition
• Molecular Basis of Plant-Microbe Symbiosis: Lessons from Nitrogen-Fixing Associations

How to Make Botany Research Successful?

Conducting successful botany research involves a combination of careful planning, effective execution, and thoughtful analysis. Whether you are a student, a researcher, or someone conducting independent studies, here are key tips to ensure the success of your botany research:

• Establish Clear Objectives: Clearly articulate the goals and objectives of your research. What specific inquiries do you intend to address? A well-defined research focus serves as a guiding framework, ensuring your efforts remain purposeful and on course.
• Conduct an In-Depth Literature Review: Immerse yourself in the existing body of literature within your field of study. Identify gaps, discern trends, and pinpoint areas where your research could contribute significantly. A thorough literature review lays a robust groundwork for shaping your research design.
• Choose an Appropriate Research Topic: Select a research topic that resonates with your interests, aligns with your expertise, and addresses the current needs of the scientific community. Ensure that the chosen topic is not only feasible but also harbors the potential for impactful outcomes.
• Develop a Sound Research Plan: Create a detailed research plan outlining the methodologies, timelines, and resources required. A well-structured plan helps in efficient execution and minimizes the risk of unforeseen challenges.
• Utilize Cutting-Edge Technologies: Stay updated with the latest technologies and methodologies in botany research. Incorporate advanced tools such as high-throughput sequencing, CRISPR-Cas9 , and remote sensing to enhance the precision and efficiency of your research.
• Collaborate and Seek Guidance: Collaborate with experts in the field, seek mentorship, and engage in discussions with colleagues. Networking and collaboration can provide valuable insights, guidance, and potential avenues for collaboration.
• Ensure Ethical Considerations: Adhere to ethical guidelines and standards in your research. Obtain necessary approvals for human subjects, follow ethical practices in plant experimentation, and ensure the responsible use of emerging technologies.
• Implement Robust Experimental Design: Design experiments with attention to detail, ensuring that they are replicable and provide statistically significant results. Address potential confounding variables and incorporate controls to enhance the reliability of your findings.
• Collect and Analyze Data Thoughtfully: Implement systematic data collection methods. Use appropriate statistical analyses to interpret your results and draw meaningful conclusions. Transparent and well-documented data analysis enhances the credibility of your research.
• Regularly Review and Adapt: Periodically review your progress and be open to adapting your research plan based on emerging findings. Flexibility and responsiveness to unexpected results contribute to a dynamic and successful research process.
• Communicate Your Research Effectively: Share your findings through publications, presentations, and other relevant channels. Effective communication of your research results contributes to the broader scientific community and enhances the impact of your work.
• Foster a Collaborative Research Environment: Encourage collaboration within your research team. A collaborative environment fosters creativity, diverse perspectives, and a collective effort towards achieving research goals.
• Contribute to Sustainable Practices: If your research involves fieldwork or plant collection, adhere to sustainable practices. Consider the impact on local ecosystems and strive to minimize any negative consequences.
• Stay Resilient: Research can have its challenges, setbacks, and unforeseen obstacles. Stay resilient, remain focused on your goals, and view challenges as opportunities for growth and learning.
• Celebrate Achievements and Learn from Failures: Acknowledge and celebrate your achievements, no matter how small. Learn from any setbacks or failures and use them as lessons to refine and improve your research approach.

In the vast and diverse field of botany research, scientists are continually unraveling the mysteries of the plant kingdom. From the intricate processes of photosynthesis to the challenges posed by emerging plant diseases and the potential of cutting-edge technologies, botany research is a dynamic and ever-evolving field. 

As we delve deeper into the green secrets of the plant world, our understanding grows, offering not only scientific insights but also solutions to address pressing global challenges such as food security, biodiversity loss, and climate change. 

The exploration of botany research topics is a journey of discovery, paving the way for a sustainable and harmonious coexistence with the plant life that sustains our planet.

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200 Biology Research Topics For High School

Research papers are an integral part of high school. A detailed research paper is required in most of the subjects, and one just cannot back out, as this is a part of their curriculum. However, what is even more laborious than writing the whole research paper? Finding a good topic!

The same goes for biology. Although there are plenty of topics out there that a student can write about, choosing a relevant topic is often a taxing job since they may need to brainstorm various factors. However, it can be disentangled with clarity and appropriate counsel. 

While this subject deals with various areas like cells, animals, plants, and human anatomy; in this post, we would appraise you with 200 biology research topics handpicked for aspiring high schoolers, to make their task easier.

Biology Research Topics- Finding the Right one 

Choosing the right topic can be a long expedition. However, it can be effortless when students are clear about their requirements personally and academically. To discern the same, it can be a fair idea to look into some crucial attributes that can lead a high schooler towards a desired biology research topic.

• Know your niche

Learners often have one or more notions that they feel enticing to learn and travel with. For instance, a student may like to learn and work in cell biology, while another may love studying more about genetics. Knowing the niche in which they can excel can make their topic selection facile.

• Stick to one Narrow topic

After comprehending the choice of the niche, the scholar may need to narrow down to one topic which is intriguing and manageable at the same time. Evidently, “Study of Mitochondria and its benefits ” is a better choice than “Cell biology”. Choosing a righteous narrow topic may mitigate the constraints like taxing research and report length later. 

• Consult mentors and Peers

Instructors are always available to answer the queries of pupils. Students can take their inputs to add strength to their research topics. Mentors not only assist to choose the right topic but also can advise a few changes in the choice to make it finer. Say, a student has chosen “Study of DNA”, the mentor can suggest modifying it to ”Role of DNA in Curing Diseases”. Brainstorming sessions with peers may also ameliorate the topic decision 

• Ensure the School Regulations 

High school research is often guided by some crucial regulations to stipulate students work efficiently. Students may need to choose a topic somehow related to the academic syllabus. Further, they may be stimulated to address burning issues to create awareness. Adhering to the guidelines can mitigate the need for rectifications later. 

200 Biology Research Topics- To Start With Right Away

High School biology has several sections to choose from, which may make it taxing for students to resolute on one choice. Here is a sizable list of 201 biology research topics for high schoolers which they can start instantly: 

Cell Biology

• Animal cell and its structure
• Functions of Cells
• Mitochondria- the PowerHouse of cell
• Functions of an RBC- How does it transfer Oxygen?
• Functions of a WBC- How does it retain immunity?
• Components of Plant Cell
• Plant Cell Vs. Animal Cell
• Cell Division
• Mitosis Vs. Meiosis
• Bacteria- How is it different from cells?
• Cell structure and antibiotic Resistance
•  What are cancer cells? Are they Dangerous?
• Mushrooms and Molds- A brief Study of Fungi
• Curing Cancer Cells
•  Stem Cells- A brief Study
• Embryonic vs Induced Pluripotent Stem Cells
• Adults vs Induced Pluripotent stem Cells 
• The Build of Human DNA
• Components of DNA
• Chromosomes- A brief Study
• Double Helix Structure of DNA
• Singled celled Organisms and their DNA
• Bacteria and its DNA
• X and Y chromosomes
• Genetic INformation in DNA
• DNA modification- Its application in medicine
• Cancer and DNA modification
• DNA of dinosaurs
• Do plants have DNA?

Molecular Biology

•  Gene- A Brief History
• Components of Gene
• Drugs for Humans
• Vaccine vs Drugs
• A brief study of Gregor Mendel
• Dominant vs recessive genes
• Widow’s peak illustration of Genes
• What is mutation?
• Hormones and their functions
• Artificial hormones for animals
• PCR tests for analyzing DNA
• Structure of a Molecule
• Structure of prion
• DNA transcription-Its applications
• Central Dogma
• Heredity and traits 

NeuroBiology

• Human Nervous System- A brief description
• Structure and components of neurons.
• Neurons vs Animal cell
• A brief study of electric pulses in the human brain
• Altering reaction speed in the brain
• Alzheimer’s disease- its study in genetics
• Neurobiological Degeneration- does it have a cure?
• Brain injuries and cures
• Spinal Cord Injuries and cures
• Narcolepsy 
• A brief study of mental health with neurobiology
• Various emotions and their neural pulses
• A brief study of the human neurological system

Genetics 

• A brief study of ancient cloning techniques
• Reasons behind Abortion. Is it ethical
• Procedure of abortion
• What is human cloning? 
• Side effects of Human Cloning
• Goals of Human Cloning
• Transplantation vs Human Cloning
•  Perfect child theory. Is it ethical?
• Gene cloning- Removal of undesirable traits.
• Genes and ethics
•  Gene therapy
• Gene therapy vs Cloning
• Curing Cancer with Gene therapy
• Cons of Cloning

Environment and Ecology

• A Brief Study of Charles Darwin 
• The Evolution Theory
• Natural Selection- the complete study
• Mutation- A brief study with examples
• Adaptations in animals- Study with 5 examples
• Divergent evolution
• Convergent evolution
• Parallel Evolution
• Components of a sustainable environment
•  Environmental Friendly Practices
• Role of Plastics in pollution
• Alternatives for Plastic
• Deforestation
• Solutions for Deforestations
• Ecological concerns
• History of the Ozone layer
• Change in ecology- A study of extinct animals
• Effects of Fast Food factories
• Reversing ecological changes
• Climate changes and their effects
• Global Warming
• GreenHouse effect

Plants And Animals

• A study of Endangered animals
• Melatonin therapy
• Benefits of growing plants in the home
• A brief study of popular plant diseases
• Effects of pesticides and herbicides
• Immunity in plants
• The Banana Pandemic
• Weedy and Invasive Plants
• Genetic analysis of plants
• Medicinal plants- A brief study
• Evolution in plants
• Plants in Food production
• Components of Photosynthesis
• A brief study of Phytohormones
• Antibiotics and phytocides
• A detailed study of Stomata structure
• Grafting techniques
• Roots and stem modification
• Real-life examples of taxonomy
• Study of sweet potato Virus
• Classifications of animals
• Evolution of marine life
• Prehistoric aquatic life- study of enormous creatures
• Evolution of land-based life
• Zoos and petting- are they ethical?
• Drug testing on animals
• A brief study of cows and their benefits on Humans
• Food chain and classification
• Vegans vs carnivores
• Resistance in animals
• Behavioral changes  in animals due to evolution
• A brief study of intelligence in animals
• Migration of birds- a brief study.
• Study of extinct species and bringing back them
• Types of dinosaurs
• Male pregnancy in animals 

Marine Biology

• Oil spilling in the ocean- strategies to mitigate
• Ocean Acidification and its effects
• Evolution in aquatic animals
• Camouflage mechanism
• Petting marine species
• Study on Ultrasonic communication in whales
• Role of marine shows and debate on its ethics
• Are mermaids real?
• A study of immortal marine species
• Plankton and its medicinal uses
• Underwater ecologies
• Freshwater And Seawater
• A brief study of coral reefs
• Medicinal values of coral reef plants
• Tectonic plates and underwater earthquakes

Cardiovascular 

• Heart Rhythm and Arrhythmias
• Preventive Cardiology
• Hypertension
• InterventionalCardiology
• Heart Failure (Myocardial Biology)
• Heart Disease in various age groups
• Signs, symptoms and first aid for Heart Disease.
• A study of ECG and other apparatus

Hormone Biology

• Pregnancy and hormonal changes
• Bipolar Disorder
• Endocrine and related diseases
• MEntal health in different genders. 
• Stress and immunity

Reproductive System

• Cervical Cancer and its cure
• A brief study of puberty
• Contraception
• Infertility
• Test tube babies
• The concept of surrogacy
• Tubectomy and vasectomy
• Male Reproductive complications and their cures
• Female reproductive complications and their cure

Digestive System

• Gastrointestinal tract- a brief study
• Components of Digestive systems
• A brief study of stomach and liver
• Functions of intestines

Skeletal System

• The function of the skeletal system
• Type of bones
• Functions of Sesamoid bones
• Foods for healthy bones 
• A brief study of Spinal Cord

Excretory System

• The detailed study on Kidney and its Function
• Gross Anatomy of the Urinary System
• Reasons for Renal Calculi (Kidney Stones) and cures

Miscellaneous 

• Coordination between muscular system and skeletal system 
• Benefits of ecotourism
• Extinction of bees- A brief study
• The green revolution
• US Grain economy
• Agricultural practices for more yield
• World trade of food
• A brief study of Covid 19
• Renewable energies and their effect on plants 
• Bacteria and depression
• Genes and neuron functions
• Robotic surgeries- the study of the future. 
• Benefits of organic farming
• Study of various components of flower and a fruit
• Diet and obesity
• Various components of Brain
• Diabetes and its cure
• CRISPR and Genetic Engineering
• A brief on Cell tissue engineering

Having a large number of alternatives often creates incertitude. The topics we put forward are all worth considering. Determining your area of interest can make your choice facile. For instance, if you feel genetics enticing, prefer choosing relevant topics. You may consider consulting researchers, faculty and pertinent professionals to add muscle to your research. Review our picks to see if any of those can fit your choice in making a credible research paper. 

Sananda Bhattacharya, Chief Editor of TheHighSchooler, is dedicated to enhancing operations and growth. With degrees in Literature and Asian Studies from Presidency University, Kolkata, she leverages her educational and innovative background to shape TheHighSchooler into a pivotal resource hub. Providing valuable insights, practical activities, and guidance on school life, graduation, scholarships, and more, Sananda’s leadership enriches the journey of high school students.

Explore a plethora of invaluable resources and insights tailored for high schoolers at TheHighSchooler, under the guidance of Sananda Bhattacharya’s expertise. You can follow her on Linkedin

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Life Science Research Topics For High School Students

Life science is an exciting field that explores the living world around us. For high school students, delving into life science research can be a fantastic way to develop critical thinking skills, foster a love for science, and prepare for future academic and career opportunities. But with so many topics to choose from, where should you begin? In this blog, we’ll provide a comprehensive list of 152 life science research topics for high school students. These topics span a wide range of areas within the life sciences, making it easier for you to find one that piques your interest.

Table of Contents

150+ Life Science Research Topics For High School Students

Biology topics:.

• The process of photosynthesis.
• Exploring the influence of various nutrients on plant growth.
• The role of enzymes in biological processes.
• Genetic variation in a local species of plants or animals.
• How do different environmental factors affect animal behavior?
• Investigating the diversity of microorganisms in soil.
• The effects of pollution on aquatic ecosystems.
• A study of human blood types and their inheritance.
• Comparative anatomy of different animal species.
• The impact of climate change on migratory patterns of birds.
• The role of symbiosis in plant health.
•  The ecological impact of urbanization on local wildlife.

Botany Topics:

• The growth patterns of various types of mushrooms.
• Investigating the effects of different types of light on plant growth.
• How do plants respond to drought conditions?
• The anatomy of different types of leaves.
• The function of mycorrhizal fungi in plant health.
• Studying the life cycle of mosses.
• The effects of different types of fertilizers on crop yields.
• Investigating the genetics of flower color in a specific plant species.
• How do plants adapt to changing seasons?
• Exploring the world of carnivorous plants.

Zoology Topics:

• The behavior of ants in response to changing environmental conditions.
• Investigating the mating rituals of a specific bird species.
• The effects of different diets on the growth of fish.
• Studying the life cycle of a butterfly species.
• How do different types of predators impact prey populations?
• Investigating the communication methods of dolphins.
• The impact of noise pollution on marine life.
• The diversity of insect species in a local ecosystem.
• Studying the migration patterns of sea turtles.
• Investigating the social structure of a specific primate species.

Microbiology Topics:

• The effects of antibiotics on bacterial growth.
• Investigating the role of bacteria in food spoilage.
• The impact of different disinfectants on microbial populations.
• Studying the microbial diversity in different soil types.
• The role of bacteria in fermentation processes.
• Investigating the antibiotic resistance of bacteria.
• Microbes in extreme environments (e.g., deep-sea vents).
• The effects of probiotics on gut health.
• Studying the bacteria found in yogurt and their benefits.
• Investigating the role of viruses in diseases.

Genetics Topics:

• Exploring human genetic disorders and their inheritance.
• Investigating the genetics of eye color in humans.
• The role of genes in cancer development.
• Studying the inheritance of traits in fruit flies.
• Genetic diversity in a local population of animals.
• Investigating the genetics of taste perception.
• The impact of genetic engineering on crop plants.
• Gene therapy and its potential for treating genetic diseases.
• Studying the genetics of specific inherited diseases (e.g., cystic fibrosis).
• Investigating the genetics of plant resistance to pests.

Ecology Topics:

• Investigating the effects of deforestation on local wildlife.
• The influence of invasive species on indigenous ecosystems.
• Studying the biodiversity of a local wetland.
• The role of keystone species in ecosystem stability.
• Investigating the carbon footprint of different lifestyles.
• The effects of pollution on freshwater ecosystems.
• The significance of biodiversity in preserving the health of ecosystems.
• Examining the impacts of climate change on nearby plant communities.
• The role of symbiosis in ecosystems.
• Investigating the food web of a specific ecosystem.

Environmental Science Topics:

• The impact of recycling on reducing waste in your community.
• Exploring the consequences of air pollution on respiratory well-being.
• The function of sustainable energy sources in mitigating carbon emissions.
• Studying the water quality of a local river or stream.
• The effects of urbanization on local wildlife.
• The importance of preserving natural habitats.
• Investigating the benefits of organic farming.
• The consequences of plastic pollution on marine ecosystems.
• Studying the effectiveness of different conservation efforts.
• The role of green technology in reducing environmental harm.

Anatomy and Physiology Topics:

• The structure and function of the human heart.
• Investigating the effects of exercise on muscle growth.
• The role of the nervous system in human reflexes.
• Studying the anatomy of a specific organ (e.g., the liver).
• How do different foods affect digestion?
• Investigating the respiratory system and lung capacity.
• The effects of sleep on cognitive function.
• The role of hormones in regulating the body’s processes.
• Studying the skeletal system and bone density.
• The effects of varying diets on the management of body weight.

Biochemistry Topics:

• Investigating the process of cellular respiration.
• The role of enzymes in biochemical reactions.
• The chemistry of different types of carbohydrates.
• Studying the structure and function of DNA.
• Investigating the chemistry of different types of lipids.
• The role of proteins in the human body.
• The chemistry of photosynthesis.
• Studying the pH levels of different substances.
• Investigating the chemical composition of common foods.
• The impact of different cooking methods on food chemistry.

Neuroscience Topics:

• The brain’s role in memory formation.
• Exploring the influence of music on brain activity.
• The neural basis of decision-making.
• Examining the impacts of sleep deprivation on cognitive function.
• The role of neurotransmitters in mood regulation.
• Investigating the impact of addiction on the brain.
• Brain plasticity and its implications for learning.
• The neuroscience of pain perception.
• Studying the brain’s response to stress.
• Investigating the effects of meditation on brain health.

Immunology Topics:

• The role of the immune system in fighting infections.
• Investigating the different types of immune cells.
• The process of vaccination and its importance.
• Studying the immune response to allergies.
• Autoimmune diseases and their impact on the body.
• Investigating the immune system’s role in cancer.
• The effects of stress on the immune system.
• Immune system disorders and their treatment.
• Studying the immune response to viruses.
• Investigating the development of immunity over time.

Biotechnology Topics:

• The applications of genetic engineering in medicine.
• Investigating the production of biofuels from algae.
• The use of biotechnology in agriculture (e.g., GMOs).
• Studying the potential for gene editing in humans.
• Biotechnology’s role in producing insulin.
• Investigating the use of bioplastics in reducing plastic waste.
• The role of biotechnology in forensic science.
• Studying the development of biopharmaceuticals.
• The ethics of biotechnology and genetic modification.
• Investigating the use of biotechnology in environmental cleanup.

Evolutionary Biology Topics:

• The theory of evolution by natural selection.
• Investigating the evolution of a specific species.
• The function of adaptation in ensuring the survival of species.
• Studying the fossil record and evidence of evolution.
• The effects of isolation on speciation.
• Investigating convergent evolution in different ecosystems.
• The impact of human activities on evolution.
• Evolutionary relationships among different species.
• Studying the evolution of antibiotic resistance in bacteria.
• Investigating the evolution of human ancestors.

Epidemiology Topics:

• The study of disease outbreaks and their causes.
• Investigating the spread of infectious diseases.
• The role of vaccines in preventing epidemics.
• Studying the epidemiology of a specific disease (e.g., COVID-19).
• The impacts of public health interventions on the control of diseases.
• Investigating the epidemiology of chronic diseases.
• The influence of lifestyle factors on the risk of developing diseases.
• Epidemiological studies of environmental health.
• Studying the genetics of disease susceptibility.
• Investigating the social determinants of health.

Bioethics Topics:

• The ethical considerations of gene editing in humans.
• Investigating the ethics of cloning and genetic modification.
• The moral implications of animal testing in research.
• Studying the ethical dilemmas of organ transplantation.
• The role of ethics in end-of-life care decisions.
• Investigating the ethics of using animals in scientific experiments.
• The moral concerns of genetically modified organisms (GMOs).
• Ethics in clinical trials and human research.
• Studying the ethical implications of genetic privacy.
• Investigating the ethical dilemmas of reproductive technologies.

There you have it, a diverse list of 152 life science research topics tailored to high school students. Whether you’re passionate about biology, botany, zoology, genetics, ecology, or any other aspect of life science, you’re bound to find a topic that fascinates you. Remember, the journey of scientific discovery is both exciting and rewarding. Choose a topic that ignites your curiosity, conduct thorough research, and don’t be afraid to ask for guidance from teachers or mentors.

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Botany Science Projects for High School Students

If you’re a high school student with an avid interest in botany, you’re already way past the bean-in-the-paper-cup phase, you’ve done the, “Which fertilizer makes the plants grow best?” experiment to death, and you already know the answers to, “What conditions make seeds germinate fastest?” and, “How well do plants grow if they’re missing an important nutrient?” You’re ready for something different and more challenging, whether it’s for a school project, a science fair project, or for your own interests. Here are several projects that you might try.

SELF-POLLINATION VS. CROSS-POLLINATION While some plants, such as peas, self-pollinate very well, others are structured in such a way as to assure cross-pollination. What would happen if flowers that usually cross-pollinate were self-pollinated instead? For this experiment, consider using Wisconsin Fast Plants (http://www.fastplants.org/), which carry out their entire life cycle in less than a month if grown under constant lighting. See the Bottle Biology website (http://www.bottlebiology.org/) for plans for an inexpensive growth chamber (http://www.bottlebiology.org/basics/lighthouse.html). The flowers of Fast Plants have long pistils and short stamens, which makes it difficult, if not impossible, for them to self-pollinate. You can easily cross-pollinate the plants by gently touching the flowers with a cotton swab, carrying pollen from flower to flower as an insect would. To self-pollinate the flowers, use a pair of tweezers to remove one ripe anther from a stamen and gently dab it on the pistil of the same flower. Once the plants set seed, wait for the fruits to ripen, then count the seeds in the fruits and examine their quality. Which plants set the most seeds: the cross-pollinated plants or the selfed plants? Was there any difference in the size and development of the seeds? Try germinating the seeds from each set of plants, either on moist soil or moist paper towels. Is there a difference in germination rates?

PLANT GENETICS Because of their rapid life cycle, Wisconsin Fast Plants are also good subjects for plant genetics experiments. The Fast Plants website (http://www.fastplants.org/) describes the various genetic variations available: colors, leaf hair types, tall and dwarf plants. You can use these plants to set up experimental crosses, predict the results, cross the plants, save their seeds, then grow the offspring to test your predictions. While the outcomes of most of these crosses are already well known, see if you can come up with some novel crosses, or try some selective breeding to see if you can enhance a particular trait. If your science teacher has an ultraviolet light, you could see if exposing the young flowers to UV radiation before pollination creates mutations in the ovules or pollen that affect the resulting offspring.

BOTANICAL CENSUS Choose a natural area to study where you can observe native plants. Get a good field guide to plants of that area, and do a thorough census of all the plants you can find within a plot that you mark out within that area. You may want to recruit the help of a professional botanist the first time you visit the area to help you identify the plants. Create a plant list for the area, and determine how much of the area is influenced by each species. There are a number of ways you can do this. One way is to use stakes and string to create a transect across the plot, then list the plants along the transect and count their numbers. Percent cover is another way to determine influence, especially within a forest. A single tree may not touch your transect, but the canopy of the tree may shade the plot. You might compare two plots in two different areas and describe why there are different plants living there, or examine the same plot in different seasons to describe the changes.

NATIVE PLANT LIFE HISTORY While the whole plant life cycle may seem like elementary school science, many native plants have not been closely studied and there are still mysteries about their life cycle yet to be discovered. Select a seasonal native flowering plant in your area and do a thorough study of the species. Record when the plant first appears, when it flowers, and when it dies back. Observe it frequently during its flowering time to see which insects visit it. See if you can catch some of the insects and remove pollen from them. Under a good microscope, compare the pollen from the insect to the pollen you harvest from the anthers of the flowers. Does the insect actually carry pollen from your chosen species? That’s a good indication that the insect is a pollinator of that flower. A professional botanist may be able to suggest several natives in your area that have not been well-studied, and whose pollinator may not be known. You might make new discoveries!

PLANT CLONING EXPERIMENTS Horticulturists have been cloning plants for years. The easiest way to clone a plant is to take a cutting, dip the cutting in rooting compound, and place the cutting in a sterile growth medium such as perlite or sterile seed-starting mix. Try setting up an experiment with different concentrations of the rooting compound (which can be purchased at a garden center).

Plants can also be cloned from a tissue callus. The techniques go well beyond the scope of this article, but inexpensive tissue culture kits can be purchased from science supply houses such as Boreal Labs (http://sciencekit.com/) or Carolina Biological Supply (http://www.carolina.com/). Once you’ve tried the basic techniques with the kits, design an experiment of your own. You might change the level of one of the nutrients, or try growing tissue from various garden plants to see if they can be cloned using the same techniques. Check the websites of these companies for even more advanced ideas in botany.

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171+ Life Science Research Topics for High School Students

In the world of high school education, life science is a captivating subject that opens doors to the fascinating mysteries of living organisms and the intricate processes that govern them. For high school students, delving into life science research topics can be both intellectually stimulating and immensely rewarding. In this blog, we will embark on a journey through life science research topics for high school students. Whether you’re a student seeking inspiration for your next project or an educator looking to guide your students, this comprehensive guide has you covered.

What is Research in Life Science?

Table of Contents

Research in life science involves the systematic investigation of living organisms, their structures, functions, behaviors, and interactions with the environment. It seeks to answer questions about the biological world and often contributes to our understanding of health, ecology, genetics, and more. Life science research can take many forms, from laboratory experiments to field studies and data analysis.

Why is Life Science Research Important?

Before knowing life science research topics for high school students, you need to know their importance. Advancing Knowledge: Life science research helps us better understand the world around us. It contributes to our knowledge of biology, ecology, genetics, and other crucial fields.

• Improving Health: Research in life science leads to medical breakthroughs, the development of new treatments, and a deeper understanding of diseases.
• Conservation: It aids in the preservation of endangered species and the protection of ecosystems by studying biodiversity and ecological relationships.
• Innovation: Life science research drives innovation in various industries, from pharmaceuticals to agriculture.
• Education: Engaging in research enhances critical thinking and problem-solving skills, preparing students for future academic and professional pursuits.

How do I Choose a Life Science Research Topics for High School Students?

Selecting a research topic can be challenging, but here are some steps to help high school students choose a life science research topic that suits their interests and abilities:

Identify Your Interests

Start by thinking about what aspects of life science fascinate you the most. Are you interested in animals, plants, genetics, or ecology? Narrow down your interests.

Research Current Topics

Look for recent developments and trends in life science. Reading articles, books, and scientific journals can provide insights into emerging areas of research.

Consider Available Resources

Think about the resources available to you. Do you have access to a laboratory, equipment, or mentors who can guide you?

Define Your Research Question

Formulate a specific research question that you want to answer. It should be clear, concise, and achievable with your resources.

Brainstorm Ideas

Brainstorm a list of potential research topics based on your interests and research question. Don’t worry about the number at this stage; you can always narrow it down later.

Evaluate Feasibility

Assess the feasibility of each topic. Can you realistically conduct experiments or gather data on this subject? Consider the time and resources required.

Seek Guidance

Consult with teachers, mentors, or experts in the field for advice and feedback on your research topic ideas.

Choose Your Topic

After careful consideration, select the topic that aligns with your interests, resources, and research question.

Interesting Life Science Research Topics for High School Students

Let’s explore some life science research topics for high school students in different fields:

Genetics and Genomics

Discover genetics and genomics research topics for students:

1. The role of genetics in determining human intelligence.

2. Investigating the genetic basis of inherited diseases.

3. CRISPR-Cas9 gene editing: Applications and ethical considerations.

4. Genetic diversity in endangered species.

5. The impact of epigenetics on gene expression.

6. Genetic factors influencing susceptibility to COVID-19.

7. Studying genetic mutations in cancer development.

8. The genetics of taste perception: Why do people have different taste preferences?

9. Genetic engineering of crops for improved yield and resistance.

10. The potential of gene therapy in treating genetic disorders.

11. The genetics of longevity: Factors influencing human lifespan.

12. The use of DNA fingerprinting in forensic science.

13. Investigating the genetic basis of autism spectrum disorders.

14. Genetic variation in human populations: A global perspective.

15. The ethics of cloning and its implications for biodiversity.

Ecology and Environmental Science

Here are some life science research topics for high school students in ecology and environmental science:

1. Impact of climate change on migratory patterns of birds.

2. The role of keystone species in ecosystem stability.

3. Studying the effects of deforestation on local biodiversity.

4. Assessing the ecological impact of invasive species.

5. The importance of wetlands in water purification.

6. Investigating the relationship between urbanization and wildlife habitat loss.

7. The effects of pollution on aquatic ecosystems.

8. Restoring coral reefs: Strategies for conservation.

9. Analyzing the impact of agriculture on soil health.

10. Biodiversity hotspots: Conservation priorities around the world.

11. The role of microorganisms in nutrient cycling in soil.

12. The effects of ocean acidification on marine life.

13. The ecological significance of pollinators.

14. Investigating the behavior of apex predators in marine ecosystems.

15. The impact of wildfires on forest ecosystems.

Microbiology and Immunology

Let’s explore some research topics in microbiology and immunology:

1. Antibiotic resistance: Mechanisms and implications.

2. Investigating the role of gut microbiota in human health.

3. The use of probiotics in promoting digestive health.

4. Immune response to viral infections: A case study of COVID-19.

5. Microbial bioremediation: Cleaning up oil spills.

6. The role of vaccines in preventing infectious diseases.

7. Studying the diversity of microorganisms in extreme environments.

8. The microbiology of food spoilage.

9. Investigating the hygiene of common public surfaces.

10. The potential of phage therapy in treating bacterial infections.

11. Microorganisms in fermentation: From bread to beer.

12. The evolution of antibiotic-producing bacteria.

13. Studying the microbiome of aquatic ecosystems.

14. The use of CRISPR technology in modifying microbial genomes.

15. Microbial contamination of drinking water sources.

Botany and Plant Science

Here are some life science research topics for high school students in botany and plant science:

1. Investigating the effects of different types of light on plant growth.

2. The role of mycorrhizal fungi in plant nutrition.

3. Plant adaptations to arid environments: Succulents and xerophytes.

4. The impact of soil pH on plant health.

5. Studying the allelopathic effects of invasive plant species.

6. The use of plant extracts in traditional medicine.

7. Investigating the genetics of flower color in plants.

8. Plant responses to climate change: Phenology and flowering times.

9. The role of plants in phytoremediation of polluted soils.

10. Analyzing the anatomy of different types of leaves.

11. Plant propagation: Methods and techniques.

12. The benefits of urban gardening for biodiversity and food security.

13. The role of plants in carbon sequestration.

14. Investigating the effects of microplastics on plant growth.

15. Plant-microbe interactions: Symbiosis and disease.

Zoology and Animal Behavior

Discover zoology and animal behavior research topics for students: 

1. Investigating the mating behavior of a specific bird species.

2. The impact of noise pollution on urban wildlife.

3. Animal intelligence: Problem-solving in non-human species.

4. The behavior of social insects: Ants, bees, and termites

5. The effects of climate change on animal migration patterns.

6. Studying the biodiversity of freshwater ecosystems.

7. Investigating the dietary preferences of a specific predator.

8. Animal camouflage: Adaptations and survival strategies.

9. The role of play behavior in animal development.

10. Animal communication: Vocalizations and body language.

11. The impact of human activities on marine mammal populations.

12. Studying the nesting behavior of sea turtles.

13. Investigating the foraging behavior of a nocturnal predator.

14. Animal cognition: Memory and problem-solving in primates.

15. The role of scent marking in animal territoriality.

Anatomy and Physiology

Let’s explore some life science research topics for high school students in microbiology and immunology:

1. The effects of exercise on human cardiovascular health.

2. Investigating the biomechanics of animal locomotion.

3. The anatomy of the human brain: Structure and function.

4. Studying the respiratory system of a specific animal species.

5. The effects of different diets on human metabolism.

6. Muscle fatigue: Causes and recovery strategies.

7. Investigating the circulatory system of fish species.

8. The impact of sleep on human cognitive function.

9. Human senses: Vision, hearing, taste, and smell.

10. Studying the digestive system of herbivorous mammals.

11. The effects of temperature on enzyme activity.

12. Investigating the anatomy of a specific organ or tissue.

13. The role of hormones in regulating physiological processes.

14. The effects of aging on human musculoskeletal health.

15. Studying the nervous system of invertebrate animals.

Evolutionary Biology

Here are some evolutionary biology research topics for high school students:

1. Investigating the evolution of flight in birds.

2. Human evolution: Fossils and ancestral species.

3. The role of sexual selection in the evolution of elaborate traits.

4. Studying the co-evolution of parasites and their hosts.

5. The impact of environmental changes on species adaptations.

6. Investigating convergent evolution in different species.

7. Evolutionary history of a specific plant genus.

8. The role of genetic drift in small populations.

9. Studying the evolution of venomous animals.

10. The effects of island biogeography on species diversity.

11. Investigating the evolution of antibiotic resistance in bacteria.

12. The evolutionary origins of social behavior in animals.

13. Human genetic diversity: A global perspective.

14. Studying the evolution of coloration in reptiles.

15. The role of speciation in biodiversity.

Biotechnology and Bioengineering

Discover some life science research topics for high school students in biotechnology and bioengineering:

1. Investigating the use of bioluminescence in medical imaging.

2. The potential of 3D printing in tissue engineering.

3. Synthetic biology: Designing new organisms for specific tasks.

4. Studying the production of biofuels from algae.

5. The use of nanotechnology in drug delivery.

6. Investigating the development of artificial organs.

7. CRISPR technology and its applications in biotechnology.

8. The role of stem cells in regenerative medicine.

9. Studying the use of gene editing in agriculture.

10. Bioprospecting: Discovering new compounds from natural sources.

11. The potential of biodegradable plastics in reducing pollution.

12. Investigating the use of bioluminescent plants for sustainable lighting.

13. The production of enzymes by extremophiles for industrial processes.

14. Bioinformatics: Analyzing genetic data using computer algorithms.

15. Studying the use of biotechnology in forensic science.

Neuroscience and Psychology

Let’s explore some neuroscience and psychology research topics for students:

1. Investigating the effects of music on human brain activity.

2. The neurobiology of addiction: Understanding substance abuse.

3. Memory consolidation during sleep: A neuroscientific approach.

4. Studying the neural basis of decision-making in rodents.

5. The effects of meditation on mental health and brain function.

6. Investigating the neural mechanisms of pain perception.

7. Neuroplasticity: How the brain adapts to new experiences.

8. The role of neurotransmitters in mood disorders.

9. Studying the impact of early-life experiences on brain development.

10. The effects of social media on adolescent brain development.

11. Investigating the neurobiology of autism spectrum disorders.

12. The psychology of human-animal interactions.

13. Brain-computer interfaces Applications and ethical considerations.

14. Studying the effects of stress on cognitive function.

15. The role of genetics in personality traits.

Biochemistry and Molecular Biology

Here are some life science research topics for high school students in biochemistry and molecular biology:

1. Investigating enzyme kinetics and substrate specificity.

2. The role of proteins in cellular function and structure.

3. DNA replication: Mechanisms and errors.

4. Studying the metabolism of carbohydrates in organisms.

5. The effects of pH on enzyme activity.

6. Investigating the molecular basis of cancer.

7. Protein folding: Structure and misfolding diseases.

8. The role of lipids in cellular membranes.

9. Studying the regulation of gene expression in bacteria.

10. The biochemistry of photosynthesis in plants.

11. Investigating the molecular mechanisms of drug resistance.

12. The role of RNA in protein synthesis.

13. Cellular respiration: Glycolysis and the Krebs cycle.

14. Studying the molecular genetics of a specific disease.

15. The biochemistry of neurotransmitters and synaptic transmission.

Health and Medicine

Discover some health and medicine research topics for high school students:

1. Investigating the effectiveness of a specific herbal remedy.

2. The impact of lifestyle choices on heart health.

3. The role of nutrition in preventing chronic diseases.

4. Studying the effects of sleep deprivation on cognitive function.

5. Mental health disparities: Causes and solutions.

6. Investigating the prevalence of antibiotic misuse.

7. The effects of air pollution on respiratory health.

8. Studying the relationship between exercise and mental well-being.

9. The role of genetics in personalized medicine.

10. Investigating the psychosocial factors affecting patient compliance.

11. Healthcare access and disparities in underserved communities.

12. The effects of stress on the immune system.

13. Studying the impact of vaccination on public health.

14. The role of telemedicine in healthcare delivery.

15. Investigating the use of artificial intelligence in medical diagnosis.

Paleontology and Fossil Studies

Let’s explore some life science research topics for high school students in paleontology and fossil studies:

1. Fossil discoveries: Insights into ancient ecosystems.

2. The evolution of dinosaurs: Feathers and flight.

3. Investigating the fossil record of early humans.

4. Ancient marine life: Trilobites and ammonites.

5. The role of mass extinctions in shaping Earth’s history.

6. Studying the evolution of plant life through the fossil record.

7. Fossilized insects: Insights into prehistoric ecosystems.

8. The impact of asteroid impacts on Earth’s biodiversity.

9. Investigating the co-evolution of plants and pollinators.

10. The fossilization process: From organic to inorganic.

Life science research is a dynamic and vital field that offers numerous opportunities for high school students to explore and contribute to our understanding of the natural world. By choosing a research topic that aligns with their interests and resources, students can embark on a rewarding scientific journey. Whether it’s genetics, ecology, microbiology , or any other area of life science, there is a wealth of topics to explore and discover.

Remember that the process of conducting research is as valuable as the results themselves. It fosters critical thinking, problem-solving skills, and a deeper appreciation for the complexities of life on Earth. So, don’t hesitate to dive into the world of life science research topics for high school students!

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Published by Nicolas at January 17th, 2024 , Revised On January 23, 2024

A Breakdown Of Common Topics In Botany Papers

Botany, the scientific study of plants, encompasses a diverse array of disciplines that delve into the intricacies of plant life. As a cornerstone of biological sciences, botany provides invaluable insights into the fascinating world of flora, from the microscopic structures of cells to the vast ecosystems where plants thrive. In this blog, we will discuss the most important topics in botany papers at universities in Canada . 

Table of Contents

Botany As A Scientific Discipline

Botany, also known as plant biology, is a branch of biology that focuses on the study of plants, including algae, fungi, mosses, ferns, conifers, and flowering plants. The discipline encompasses a broad spectrum of topics, ranging from the molecular and cellular levels to ecological and evolutionary aspects. Botanists examine plant structure, function, growth, reproduction, and their interactions with the environment.

Botany research papers play a pivotal role in advancing our understanding of the plant kingdom. These scholarly articles serve as conduits for sharing groundbreaking research, new discoveries, and innovative methodologies within the scientific community. Through the dissemination of knowledge in peer-reviewed journals, botany papers contribute to the collective body of information that shapes the trajectory of botanical science.

The importance of a botany thesis or dissertation extends beyond academic circles, influencing agricultural practices, environmental conservation, pharmaceutical discoveries, and even our basic understanding of life on Earth. 

Taxonomy, a fundamental aspect of botany, is the science of classifying and naming living organisms. In the context of plants, taxonomy involves categorizing them based on shared characteristics, relationships, and evolutionary history. The systematic organization provided by taxonomy serves as a crucial framework for understanding plant diversity, aiding in communication among scientists and facilitating further research.

In botany research paper format , taxonomy is a cornerstone that underpins various studies, providing a structured approach to exploring and documenting the vast array of plant species. By classifying plants into groups based on shared traits, researchers can unravel the evolutionary relationships among different taxa, contributing to our understanding of plant evolution and biodiversity.

Phylogenetic Analysis

Phylogenetic analysis is a central theme in botany papers that explore the evolutionary relationships between plants. This approach involves constructing phylogenetic trees or cladograms, visually representing the evolutionary history and genetic relatedness of different plant species. Molecular data, such as DNA sequences, are often used to decipher these relationships, offering insights into the branching patterns and common ancestors of plants.

Systematics And Nomenclature

Systematics involves the study of the diversity of organisms and their evolutionary relationships. In botany papers, systematic research often focuses on classifying plants into hierarchical categories based on shared characteristics. This includes the establishment of rules and principles for naming and classifying plants, known as nomenclature.

Botanists employ a standardized system of nomenclature, governed by the International Code of Nomenclature for algae, fungi, and plants (ICN), to assign scientific names to plant species. 

Taxonomy Research Paper Topics

• Integration of Morphological and Molecular Data in Modern Taxonomy
• The Impact of Next-Generation Sequencing on Resolving Taxonomic Uncertainties
• Taxonomic Revisions: Case Studies in Reevaluating Species Boundaries
• The Role of DNA Barcoding in Identifying and Classifying Biodiversity
• Challenges and Opportunities in Integrating Traditional and Molecular Taxonomy
• Evolutionary Trends in Taxonomic Diversification: Lessons from Key Plant Families
• Exploring Cryptic Species: Hidden Diversity in Taxonomic Classification
• The Influence of Environmental Factors on Taxonomic Variation in Microorganisms
• Taxonomy and Conservation: Prioritizing Species for Protection
• Phylogenetic Reconstruction and Biogeography: Tracing Evolutionary History

Plant Physiology

Plant physiology is the branch of botany that explores the internal processes and mechanisms governing the life and functioning of plants. It discusses the physiological activities that occur within plant cells, tissues, and organs. Understanding plant physiology is essential for unravelling the fundamental processes that sustain plant life and influence growth, development, and responses to environmental stimuli.

The physiological processes in plants are diverse and interconnected, involving molecular, biochemical, and biophysical mechanisms. These processes include photosynthesis, respiration, water and nutrient uptake, hormonal regulation, and many others. Each contributes to the overall health and functionality of plants, allowing them to adapt to changing conditions and thrive in various environments.

Photosynthesis And Respiration

Photosynthesis, a fundamental process in plant physiology, involves the conversion of light energy into chemical energy, primarily in the form of glucose. This process occurs in chloroplasts, where pigments such as chlorophyll capture sunlight and convert it into chemical energy through a series of complex biochemical reactions.

Water And Nutrient Uptake

Water and nutrient uptake are vital physiological processes that sustain plant life. Roots play a crucial role in absorbing water and essential nutrients from the soil, transporting them through the plant’s vascular system to support various physiological functions. 

Researchers investigate how plants adapt to varying nutrient levels, the impact of mycorrhizal associations on nutrient uptake, and the strategies plants employ to cope with water stress. These studies contribute not only to our understanding of plant physiology but also have implications for optimizing agricultural practices and addressing challenges related to water and nutrient availability in different ecosystems.

Hormonal Regulation In Plants

Hormonal regulation is a complex and tightly controlled aspect of plant physiology that influences growth, development, and responses to environmental stimuli. Plant hormones, such as auxins, gibberellins, cytokinins, abscisic acid, and ethylene, play key roles in coordinating various physiological processes.

Plant Physiology Research Paper Topics

• Photosynthetic Efficiency in Response to Environmental Stressors: A Comparative Study
• Mechanisms of Water Transport in Plants: From Roots to Leaves
• The Role of Plant Hormones in Coordinating Growth and Development
• Metabolic Adaptations of Plants to Nutrient Limitation: Insights from Molecular Studies
• Stomatal Regulation and Water Use Efficiency in Crops: Implications for Agriculture
• Cellular Signaling in Plant Responses to Abiotic Stress: Unraveling the Molecular Mechanisms
• Impact of Elevated Carbon Dioxide Levels on Plant Physiology and Growth
• Nitrogen Metabolism in Plants: Integration of Nitrate and Ammonium Assimilation
• Role of Phytochromes in Plant Photomorphogenesis: From Seed Germination to Flowering
• Understanding the Molecular Basis of Plant-Pathogen Interactions: Host Defense Mechanisms

Ecology And Biodiversity

Ecology, a pivotal branch of botany, examines the relationships between organisms and their environments. In the context of plants, ecological studies shed light on how they interact with other living organisms, the physical and chemical characteristics of their habitats, and the impact of environmental factors on their growth and survival. Understanding the connections between plants and their surroundings is essential for elucidating ecological processes and conserving biodiversity.

Plants, as primary producers, play a foundational role in ecosystems by converting sunlight into energy through photosynthesis. Their interactions with soil microorganisms, herbivores, pollinators, and other plants contribute to the dynamic balance of ecosystems. Ecological studies in botany explore the flow of energy and nutrients within ecosystems, the coevolution of plants with other organisms, and the broader impact of these interactions on biodiversity.

Ecosystem Interactions

Botany papers frequently delve into the complex interactions between plants and their biotic and abiotic environments. Ecosystem interactions encompass a wide range of topics, including plant-animal interactions, mutualistic relationships, competition for resources, and the role of plants in shaping their ecosystems.

Research in this area may focus on the relationships within plant communities, exploring how different species coexist and compete for resources. Additionally, studies may investigate the role of plants in providing habitat and sustenance for other organisms, such as pollinators, herbivores, and decomposers. 

Conservation Biology

Conservation biology is a critical facet of botany that addresses the preservation of plant species, ecosystems, and biodiversity. Botany papers in conservation biology explore the threats facing plant populations, the impact of habitat loss, climate change, and invasive species, and strategies for mitigating these challenges.

Researchers may investigate the distribution and abundance of rare or endangered plant species, assess the effectiveness of protected areas, and develop conservation plans to safeguard plant diversity. Conservation-oriented botany papers contribute valuable insights into the sustainable management of natural resources, restoration ecology, and the protection of plant species facing the risk of extinction.

Plant Adaptations To Environmental Factors

Plants have evolved a myriad of adaptations to cope with diverse environmental conditions. Botany papers exploring plant adaptations delve into the mechanisms that enable plants to thrive in specific habitats, resist environmental stressors, and respond to changing conditions.

Topics may include physiological adaptations, such as drought tolerance and salt resistance, as well as morphological adaptations, like specialized root structures or leaf modifications. 

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Ecology And Biodiversity Research Paper Topics

Genetics and genomics.

Plant genetics and genomics constitute a fascinating area of botany that explores the hereditary traits and molecular mechanisms governing plant development, evolution, and adaptation. Genetics delves into the study of individual genes, their inheritance patterns, and the variations that occur within populations, while genomics encompasses the detailed analysis of an organism’s entire set of genes (genome) and their functions.

Genetic Diversity

Genetic diversity is a fundamental aspect of plant biology that explores the variety of genetic material within a population or species. Botany papers often delve into the factors influencing genetic diversity, such as reproductive mechanisms, population size, and environmental pressures. Researchers study the distribution of genetic variations among plant populations to assess their adaptability, resilience, and potential responses to environmental changes.

Understanding genetic diversity is crucial for plant conservation, breeding programs, and the development of crops with improved traits. Botany papers in this domain contribute to our knowledge of the factors shaping genetic diversity and its implications for the long-term survival and evolution of plant species.

Molecular Markers And Genetic Mapping

Molecular markers and genetic mapping play a pivotal role in plant genetics by aiding in the identification and mapping of specific genes or genomic regions associated with particular traits. Botany papers may focus on the development and application of molecular markers, such as DNA sequences or protein variants, to track genetic variations within plant populations.

Genetic mapping involves creating maps that illustrate the locations of genes on a plant’s chromosomes. These maps provide insights into the inheritance patterns of traits and assist in the selection of desirable traits for breeding programs. Botany papers in this area contribute to the refinement of genetic maps, the discovery of quantitative trait loci (QTLs), and the advancement of marker-assisted breeding techniques.

Genetically Modified Organisms (GMOs)

The development and application of genetically modified organisms (GMOs) in agriculture and research are prominent topics in plant genetics. Botany papers related to GMOs explore the introduction of foreign genes into plant genomes to confer specific traits, such as resistance to pests, tolerance to environmental stress, or improved nutritional content.

Researchers in this field investigate the molecular mechanisms behind genetic modifications, assess the potential environmental and ecological impacts of GMOs, and explore ethical considerations associated with their use. Botany papers contribute to the ongoing dialogue surrounding the development and regulation of GMOs, addressing concerns related to biodiversity, food security, and the coexistence of genetically modified and non-modified crops.

Genetics And Genomics Research Paper Topics

• Genome-Wide Association Studies (GWAS): Applications in Unraveling Complex Traits
• CRISPR/Cas9 Technology: Current Advances and Ethical Implications in Genetic Engineering
• Functional Genomics: Integrating Genotype and Phenotype for a Comprehensive Understanding
• Epigenetic Modifications and Their Influence on Gene Expression in Development and Disease
• Population Genomics: Tracking Genetic Variation Across Different Populations
• Genetic Basis of Human Diseases: Insights from Genomic Medicine
• Comparative Genomics of Model Organisms: Unraveling Evolutionary Relationships
• The Role of Non-Coding RNAs in Gene Regulation and Genome Function
• Evolutionary Genomics: Studying Genetic Changes Over Geological Time Scales
• Personalized Genomics: Tailoring Medical Treatments Based on Individual Genetic Profiles

Plant Pathology

Plant pathology is a specialized field within botany that focuses on the study of plant diseases, their causes, and their impact on plant health and productivity. Just as animals can suffer from diseases, plants are susceptible to various pathogens, including fungi, bacteria, viruses, nematodes, and other microorganisms. Plant diseases can manifest as visible symptoms, such as wilting, discoloration, lesions, and deformities, ultimately affecting plant growth, development, and yield.

Identification And Control Of Plant Diseases

Botany papers in plant pathology often focus on the identification and control of plant diseases. Identification involves recognizing the causal agents of diseases, understanding the symptoms they induce, and distinguishing between different types of diseases. Researchers use a combination of field observations, laboratory tests, and molecular techniques to accurately identify pathogens and diagnose diseases.

Interactions Between Plants And Pathogens

The interactions between plants and pathogens form a central theme in botany papers related to plant pathology. Researchers delve into the molecular and biochemical mechanisms that govern the recognition and response of plants to invading pathogens. This includes the study of plant defence mechanisms, the activation of immune responses, and the ways in which pathogens evade or suppress plant defences.

Plant Pathology Research Paper Topics

• Emerging Plant Pathogens: Investigation and Management Strategies
• Role of Fungicides in Controlling Crop Diseases: Efficacy and Environmental Impact
• Molecular Mechanisms of Plant-Pathogen Interactions: Insights into Disease Resistance
• Epidemiology of Plant Viruses: Spread, Impact, and Control Measures
• Biological Control of Plant Pathogens: Harnessing Microbial Antagonists
• Genetic Resistance in Plants: Breeding for Disease Resistance in Crops
• Impact of Climate Change on Plant Disease Dynamics and Distribution
• Understanding Soil-Borne Pathogens: Management Approaches and Soil Health
• Emergence and Evolution of Fungal Pathogens: Genetic Diversity and Adaptation
• Integrated Disease Management in Agriculture: Combining Biological, Chemical, and Cultural Strategies

Ethnobotany

Ethnobotany is a multidisciplinary field that explores the relationships between plants and people, particularly focusing on the traditional knowledge and uses of plants by different cultures, especially indigenous communities. This interdisciplinary approach combines elements of anthropology, botany, ecology, and pharmacology to investigate how plants play a significant role in the cultural, spiritual, economic, and medicinal aspects of human societies.

The relevance of ethnobotany lies in its ability to preserve and document traditional ecological knowledge (TEK) held by indigenous and local communities. By understanding the traditional uses of plants, ethnobotanists contribute to the conservation of biodiversity, sustainable resource management, and the recognition of indigenous rights. Ethnobotanical studies also provide valuable insights into the potential applications of plant resources in various fields, including medicine, agriculture, and cultural practices.

Traditional Uses Of Plants By Indigenous Communities

Botany papers in ethnobotany often explore the traditional uses of plants by indigenous communities. Researchers delve into the rich tapestry of knowledge passed down through generations, documenting the uses of plants for food, shelter, clothing, tools, and various cultural practices. Ethnobotanical studies aim to catalogue and understand the diversity of plant uses in different societies, shedding light on the sustainable harvesting practices and conservation strategies employed by indigenous groups.

Through fieldwork and interviews with local communities, botany papers in this area contribute to the preservation of traditional knowledge, fostering collaboration between scientists and indigenous peoples. This interdisciplinary approach helps bridge the gap between scientific understanding and conventional wisdom, promoting the sustainable use of plant resources.

Medicinal Plants And Their Properties

A prominent focus within ethnobotany is the study of medicinal plants and their properties. Indigenous cultures have relied on plants for centuries to address various health and well-being needs. Botany papers in this field investigate the medicinal uses of plants, exploring the active compounds, therapeutic properties, and cultural significance associated with traditional healing practices.

Researchers may conduct pharmacological studies to validate the efficacy of medicinal plants, identifying potential compounds for drug development. Additionally, botany papers in ethnobotany contribute to the understanding of how different cultures approach healthcare, emphasizing the importance of integrating traditional medicine with modern healthcare practices for holistic and culturally sensitive healthcare strategies.

Botany Research Paper Topics

Here is a list of thirty botany research paper topics to help you start your journey in research.

• Impact of Climate Change on Plant Physiology: A Molecular Perspective
• Role of Mycorrhizal Fungi in Plant Nutrient Uptake and Health
• Genetic Modification of Crops for Enhanced Resistance to Pests and Diseases
• Exploring the Diversity of Plant Secondary Metabolites and Their Medicinal Properties
• Molecular Mechanisms of Plant Adaptation to Abiotic Stress
• The Ecology and Conservation of Endangered Plant Species
• Effects of Urbanization on Plant Biodiversity in Metropolitan Areas
• The Evolutionary Significance of Seed Dispersal Mechanisms in Plants
• Understanding the Interactions Between Plants and Insect Pollinators
• Applications of CRISPR/Cas9 Technology in Plant Genome Editing
• Role of Plant Hormones in Growth and Development
• Investigating the Impact of Invasive Plant Species on Native Ecosystems
• Phylogenetic Analysis of Medicinal Plants: Unraveling Evolutionary Relationships
• Study of Plant-Microbe Interactions in Rhizosphere Ecology
• The Role of Plants in Phytoremediation of Soil Contaminants
• Comparative Analysis of Plant Adaptations in Arid and Rainforest Environments
• Molecular Basis of Plant-Microbe Communication in Symbiotic Relationships
• Exploring the Genetic Basis of Plant Resistance to Herbivores
• Effects of Light Pollution on Plant Physiology and Growth
• Role of Epigenetics in Plant Development and Stress Response
• Analyzing the Impact of Fungal Pathogens on Agricultural Crop Yields
• Phytochemical Analysis and Pharmacological Potential of Ethnobotanical Plants
• Investigating the Influence of Plant Root Microbiome on Soil Health
• The Role of Plants in Carbon Sequestration and Climate Change Mitigation
• Comparative Genomics of C4 and CAM Plants: Unraveling Photosynthetic Strategies
• Molecular Basis of Plant Immune Responses to Pathogens
• Biotechnological Approaches for Sustainable Agriculture: Focus on Crop Improvement
• The Relationship Between Plant Diversity and Ecosystem Stability
• The Impact of Agricultural Practices on Soil Microbial Diversity and Plant Health
• Using Remote Sensing Technology for Monitoring and Managing Plant Ecosystems

Frequently Asked Questions

What is the citation style for the canadian journal of botany.

The Canadian Journal of Botany follows the citation style outlined in the Canadian Guide to Uniform Legal Citation (McGill Guide). It provides guidelines for citing legal and academic sources, ensuring consistency and clarity in citations for articles and papers.

What are journals in botany?

Journals in botany are periodical publications that disseminate original research, reviews, and scholarly articles related to plant biology. These journals serve as platforms for scientists and researchers to share their findings, advancements, and insights within the field of botany.

Where can I study botany in Ontario?

In Ontario, you can study botany at various institutions. Some options include the University of Toronto, McMaster University, University of Guelph, and York University. Check their biology or life sciences departments for specific botany-related programs and courses.

What is the impact factor of the American Journal of Botany?

American Journal of Botany boasts a strong impact factor of 3.325 (2023), placing it among the top journals in its field.

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Topics in Botany for Research Papers

Tony oldhand.

Plant research is never ending. Botanists constantly strive to understand plants down to the last molecule. From new-found understanding, botanists develop such things as disease-resistant plants, or new cross breeds of edible fruits. Because the field is so vast, research paper ideas in botany are almost infinite.

Explore this article

• Topic Range
• Topic Themes
• Regional Investigation
• Combined Ideas

1 Topic Range

Determine the range for your topic. You can research and write in great detail about one specific species of plant, such as the strawberry plant. Conversely, your research area could be a very broad-based topic, such as why conifers, such as pine, fir or spruce trees, do not lose their leaves in winter.

2 Topic Themes

After you choose the range, choose the theme. Some themes include plant diseases, plant growth cycles or how pollution affects plants. High school science teacher Elizabeth Coveney at Patchogue-Medford High School of Medford, New York, notes that by and large, air pollution is detrimental to plants. Give the theme a narrow base, such as how pollution affects the strawberry plant, or a broad base, such as what medicines can be derived from plants.

3 Regional Investigation

Research a particular region, such as tropical or aquatic plants. In a regional approach, research various aspects like how a drought affects the plants of the mid-west or how pollution affects aquatic plants. Within a region, you may choose to further specialize into a specific topic, such as invasive plant species or why tropical algae blooms form.

4 Combined Ideas

Since the field of botany is so vast, it is possible to combine two or more research ideas to form a final idea. For example, combine a species-specific topic with a regional theme. One such idea is how to overcome the invasive kudzu problem in the southeastern United States. Another idea is to research how pollution runoff affects algae growth.

About the Author

Tony Oldhand has been technical writing since 1995. He has worked in the skilled trades and diversified into Human Services in 1998, working with the developmentally disabled. He is also heavily involved in auto restoration and in the do-it-yourself sector of craftsman trades. Oldhand has an associate degree in electronics and has studied management at the State University of New York.

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Biology Research Projects for High School Students: 20 Ideas To Try This Summer

By János Perczel

Co-founder of Polygence, PhD from MIT

16 minute read

Biology and biomedical research are two of the most popular academic disciplines among high schoolers. If you’re someone who’s interested in those fields and you’re looking for research opportunities this summer, you’ve come to the right place! With the study of biology, not only can you gain a better understanding of the natural world, but your research can have practical applications in fields like medicine, agriculture, and environmental science. Whether you’re just starting out in your exploration of biology, have taken a biology class in school, or you’re looking to do some advanced research to submit to your state’s science fair, we have level-appropriate ideas for you!

With a variety of topics like cancer treatment, genetics, neurodegenerative diseases, and marine life, we’ve got you covered. Here is a curated list of 20 different research project ideas to get those creative juices flowing. If you’re hungry for more, head over to our comprehensive Project Ideas database here and browse over 2800 more ideas!  

Research YOUR fave areas of Biology and Medicine

Polygence pairs you with an expert mentor in to create a passion project around biology and medicine. Together, you work to create a high quality research project that is uniquely your own. We also offer options to explore multiple topics, or to showcase your final product!

Human Body Project Ideas

Rate of cognitive decline in different elevations.

Oxygen partial pressure decreases with altitude, challenging blood oxygenation which may affect brain function. If you’ve ever felt some altitude sickness, then this is exactly what’s happening. This is because the atmospheric pressure decreases at higher elevations, leading to a decrease in the partial pressures of the gasses in the air, including oxygen. And of course, oxygen is needed for us to function. What is the effect on brain health/ cognition in sudden increased elevation: say, climbing Mount Everest? Does chronic exposure to high elevations increase the likelihood of dementia? In this project, a meta-analysis of published works examining the effects of altitude on cognition would be conducted.

Idea by mentor Alyssa

Building a Blood Vessel

Use online graphics to illustrate how a blood vessel forms. Blood vessels are structures that carry blood and are responsible for transporting nutrients and oxygen throughout the body. There are three main types of blood vessels: arteries, veins, and capillaries. For this project, complete a literature search to understand what is known about blood vessel growth. Then, utilize this information to generate a graphic with no words to demonstrate how the vasculature (network of blood vessels) forms. The goal of this project is to explain science without using text and therefore make it more available to a larger community.

Idea by mentor Natalie

Examining the bacterial profile of various households

As of late, bacterial microbiomes have been a huge and interesting topic in the field of bacteriology as they play an important role in human health. Bacterial microbiomes are communities of bacteria that live on or outside organisms. They’re found in various parts of the human body, and help us to digest food and regulate our immune system. In this project, you will seek to understand how skin microbiomes can differ between different  individuals of different households. This project will require making different bacterial media that can be made at home selecting for various microorganisms. If you’re new to preparing bacterial media, check out this resource here!

Idea by mentor Hamilton

Regulation of Circadian Clocks

Sleep is known to be governed by two distinct processes: a circadian clock that aligns sleep and wakefulness to the solar day and the sleep homeostat that encodes for sleep debt as a compensatory mechanism against sleep loss. You’ve most likely heard about circadian rhythm and our body’s internal clock, and circadian regulation of sleep is a fundamental process that allows animals to anticipate sleepiness or wakefulness consistently every day. These mechanisms can be regulated in multiple ways: at the gene, protein, gene, and clock neuronal level. In this project, we will focus on 1) how to efficiently digest primary and review articles to compile and condense information, 2) investigate how circadian clocks are regulated at these different genetic levels, and 3) try to effectively summarize the information we've gathered. We can present this information in a variety of ways, and what the final product looks like is up to you.

Idea by mentor Oscar

The Biology of Aging

Aging is the number one risk factor for a variety of diseases including cancer, neurodegenerative disease, and loss of hearing/sight. We are only now beginning to truly understand the process of aging and have even started to uncover ways that we could stop, or potentially reverse, the effects of aging. What are the hallmarks/signs of aging? How do researchers study 'aging'? How does human lifespan and aging compare to the rest of the animal kingdom? Is it possible to stop or reverse the effects of aging? What advancements are being made related to this? We could explore these questions or brainstorm others you might have about the biology of aging.

Idea by mentor Emily

Animals, Plants, and Nature Project Ideas

How genetically engineered mosquitoes are reducing rates of vector-borne diseases such as zika.

Many countries are already releasing millions of genetically engineered mosquitoes into the wild every week. These mosquitoes have been modified to reduce their ability to transmit disease-causing pathogens like dengue fever, Zika, and malaria, and are sent into the wild to mate with disease-carrying mosquitoes. However, this is still controversial as some people are concerned about the unintended consequences on the environment. What could be the potential pros and cons for this? The project will mainly focus on doing meta analysis of articles and watching informative videos to understand how/why genetically engineered mosquitoes can be used to reduce rates of different diseases. Students will have the chance to use critical thinking and do in-depth research on genetic engineering techniques, how scientists determine breeding rates and number of insects released, and epidemiology of different bloodborne diseases.

Idea by mentor Vanessa

Efficacy of Marine Protected Areas

Marine protected areas (MPAs) are areas of ocean or coastal waters that are set aside for the conservation and sustainable use of marine resources. These areas are established by governments, NGOs, or other organizations, and they can take different forms, from fully protected "no-take" zones to areas with regulated fishing or other activities. Marine protected areas have the potential to guide sustainable resource management and protect biodiversity, but have a host of reasons for why they are not currently effective. Explore reasons for why MPAs may not be effective. Then develop a framework for mapping, modeling, and implementing an effective Marine Protected Area.

Bioinspiration: Do animals hold the answers?

Can the toxins produced by frogs help us fight antibiotic resistant bacteria strains? How can understanding how lizards and newts regrow their limbs help us improve wound treatment? Why do tilapia skins help with burns? Discover the role of animals in the development of modern medicine as well as its potential. Are there any ethical concerns with these developments and findings? If so, what are they and do they matter? Share your findings in a research proposal, article, or presentation.

Idea by mentor Cheyenne

How Climate Change Can Affect Future Distributions of Rare Species

Climate change, such as global warming and longer drought, can threaten the existence of some of the rarest plants on earth. It is important to understand how future suitable habitats will change for these rare species so that we can target our conservation efforts in specific areas. In this project, you will identify a rare species that you like (it can be animals, plants, or fungi!), and gather the data online on its current occurrences. Then you will learn how to perform species distribution modeling to map its current and future suitable habitat areas. To get you started on learning species distribution modeling, check out this Youtube resource here. The changes in the amount or location of future suitable habitats can significantly affect the destiny of a rare species. By doing this project, you will not only learn skills in data analyses but also become the best ambassador for this rare species that you love. 

Idea by mentor Yingtong

A Reef’s Best Frenemies

Coral reefs are in global decline. A primary cause of this is "coral bleaching" which results in the white reefs we often see in the news. Coral bleaching is actually the breakdown in the partnership between the coral animal and tiny, symbiotic algae that live within its cells. Corals and algae have a variety of thermal tolerances which are likely decided by genetic and environmental factors. However, despite how important this relationship is, it's currently very poorly understood. This project would review existing literature on the symbiotic partnernship and try to identify factors that predict bleaching and thermal resilience.

Idea by mentor Carly

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Register to get paired with one of our expert mentors and to get started on exploring your passions today! You have agency in setting up your schedule for this research. Dive in now!

Diseases and Treatments Project Ideas

The understanding of a new and upcoming treatment: immunotherapy.

Immunotherapies have been growing in the past few years as alternative treatments for many types of cancer. These treatments work by boosting the patient's immune system to fight the disease, however it is not always effective. There are many types of immunotherapies with various nuances, but they all work to attack specific cells that are causing the disease. For this project, pick one of a few types of immunotherapy and deeply understand the mechanism of action and what is the current effectiveness against the cancer it treats.

Idea by mentor Hannah

Exploring The Cancer Genome Atlas data 

There has been an explosion of publicly available data for cancer. The Cancer Genome Atlas was a research program with the purpose of creating a comprehensive catalog of genomic and molecular information about different types of cancer, with the aim of improving our understanding of the disease and developing new treatments. The dataset has been used to identify new cancer subtypes, develop diagnostic tests, and discover potential targets for new cancer therapies. Explore the implications and impact of The Cancer Genome Atlas data, and why it’s become so important.

Idea by mentor Hersh

Systematic Review and Meta-Analysis of Physiological Benefits of Fasting-induced Autophagy

Autophagy, meaning "self-eating", is a cellular process where damaged or unwanted components are disposed. Autophagy has been linked to various diseased pathologies, including cancer and heart disease. Fasting or specific dietary lifestyles may induce levels of autophagy in the human body. In this project, we will perform and systematic review and meta-analysis of fasting or diet-induced autophagy and its benefits on the body. You will gain skills in 1) searching and reviewing primary literature, 2) computational skills for performing data analysis (R language), and 3) writing your scientific findings.

Idea by mentor Jose 

The Amyloid Hypothesis: Sifting through the controversy

For many years, scientists have thought that amyloid beta was the protein responsible for a patient developing Alzheimer's Disease symptoms. This "Amyloid Hypothesis" is now being questioned in light of current clinical data. Recently, drugs have been developed that reduce amyloid beta in patients. Surprisingly, the drugs worked in reducing amyloid beta, but it did not result in the slowing of disease pathology. Does this mean that the amyloid hypothesis is incorrect? Is amyloid beta less important in the progression of disease then what we once thought? This research project aims to explore the issues with the amyloid hypothesis and to assess where we stand in our understanding of amyloid beta's contribution to Alzheimer’s.

Idea by mentor Patrick

How do vaccines work?

During the COVID pandemic, vaccines have been all over the news! But how do they actually work? What’s the science behind them? Through this project, you will explore how vaccines work and the history of science behind vaccine development. While the final product of the projectwill be up to you, the ultimate goal of this project is for you to be a true public health advocate for vaccines and to be able to communicate why vaccines are so important in a way that the general public can understand.

Idea by mentor Helen

Sleep Disruption Profiles in Various Mouse Models of Alzheimer’s

Alzheimer's disease (AD) has been studied for decades but we are no closer to understanding the mechanisms of the disease. Because of the vast number of researchers studying AD, there are numerous models used to study the disease. All these models have different sleep profiles, phenotypes, disease onsets, sex differences etc. Therefore, in this project we will compile a document based on extensive literature review about the various models there are. We will focus on sleep profiles in these animals with an emphasis on male and female differences. This information is valuable because it is important to know which model is best to use to answer your scientific questions and there is a lot of criticism (by other scientists) that can be brought on by the model chosen so you need to be able to justify your choice. This project will also introduce you to the world of AD research and some of the gaps in knowledge in the field.

Idea by mentor Shenee

Rethinking The Treatment Of Neurodegenerative Diseases

Neurodegenerative diseases affect millions of people worldwide. They are conditions that affect the nervous system, particularly the brain and spinal cord, and examples include Alzheimer’s and Parkinson’s. While billions of dollars have been spent trying to find treatments for the disease, very few drugs and therapies have had a meaningful impact on slowing down disease progression. This is often because by the time someone is diagnosed with a disease, it has progressed too far for a treatment to have a substantial effect. Some recent approaches to treatment have turned to looking for early indications of the disease (termed "biomarkers") that can occur before the onset of symptoms. By diagnosing disease and beginning treatment before symptoms arise, these treatments could have a more profound effect in slowing down the progression of disease. Students could review the recent progress being made on identifying biomarkers for neurodegenerative diseases, and either write a paper or even record a podcast on their findings!

Idea by mentor David

Genetics Project Ideas

Height and genetics: nature or nurture.

How much do your genes determine your height? How much do nutrition and environmental factors play a role? What gene variants are implicated in height differences and what is the role of epigenetics? Epigenetics is the study of heritable changes in gene expression or cellular phenotype that occur without changes to the underlying DNA sequence. These changes can be influenced by diet and lifestyle. We will access and analyze an open dataset on twins to estimate the correlation between monozygotic twins (who have the exact same DNA) and height. You will learn to use R to open a dataset, analyze data with statistical methods such the student’s t-test, and display your data as graphs and charts. Finally, you will learn how to make a research presentation on height and genetics, describe the research methods, and present the data in a compelling and thorough way.

Idea by mentor Adeoluwa

The World of Personalized Medicine

Similar to our fingerprints, our genetic code is also unique to each individual person. Our genetic code is what determines our hair color, height, eye color, skin tone...just about everything! For those that develop diseases such as cancer, their genetic code found inside the malignant cells that comprise a tumor may also be unique to them or to certain groups of people with similar mutations (the drivers of disease). So why is it that we treat each person the same way even though the genetic drivers of that disease may be disparate? The world of Personalized Medicine is new and exciting and looks to circumvent this problem. Personalized Medicine (also known as precision medicine) uses the genetic code of a patients disease to guide treatment options that prove to be highly efficacious. Together, lets write a review on a disease of your choice that could benefit from Personalized Medicine based on current literature and research.

Idea by mentor Somer

General Biology Project Ideas

Teach a biology concept two ways: to your fellow students and to the general public.

One of the best ways to learn is to teach. Choose a biological concept that interests you and prepare a lesson and or demo on it. The format should be a video recording of yourself teaching (a la Khan Academy or a Zoom class), but the other details are up to you. Consider incorporating a demonstration (e.g. how can you use items from your kitchen to illustrate properties of mixtures?) or animation (e.g. to illustrate molecular motion). Also consider how you will check that your students understand the concept(s) and/or skill(s) you have taught them. Prepare and record two versions of your lesson: one intended for your peers and one for the general public. How will the versions differ to reflect these different audiences? You will learn what it's like to teach, gain a much greater understanding of your chosen concept(s)/skill(s), and learn how to communicate science to different audiences.

Idea by mentor Alexa

Once you’ve picked a project idea, check out some of our resources to help you progress with your project! Whether you’re stuck on how to cite sources , how to come up with a great thesis statement , or how to showcase your work once it’s finished , we’ve created blog posts to help you out. If you’re interested in doing one of the biology research projects with the help of an amazing mentor at Polygence, apply now ! If you would like some help with coming up with your own idea, book a complimentary consultation call with our admissions team here !

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High School Students’ Learning and Perceptions of Phylogenetics of Flowering Plants

• Julie R. Bokor
• Jacob B. Landis
• Kent J. Crippen

Address correspondence to: Julie R. Bokor ( E-mail Address: [email protected] ).

*School of Teaching and Learning, College of Education and Center for Precollegiate Education and Training, University of Florida, Gainesville, FL 32611

Search for more papers by this author

Department of Biology, College of Liberal Arts and Sciences and Florida Museum of Natural History, University of Florida, Gainesville, FL 32611

School of Teaching and Learning, College of Education, University of Florida, Gainesville, FL 32611

Basic phylogenetics and associated “tree thinking” are often minimized or excluded in formal school curricula. Informal settings provide an opportunity to extend the K–12 school curriculum, introducing learners to new ideas, piquing interest in science, and fostering scientific literacy. Similarly, university researchers participating in science, technology, engineering, and mathematics (STEM) outreach activities increase awareness of college and career options and highlight interdisciplinary fields of science research and augment the science curriculum. To aid in this effort, we designed a 6-h module in which students utilized 12 flowering plant species to generate morphological and molecular phylogenies using biological techniques and bioinformatics tools. The phylogenetics module was implemented with 83 high school students during a weeklong university STEM immersion program and aimed to increase student understanding of phylogenetics and coevolution of plants and pollinators. Student response reflected positive engagement and learning gains as evidenced through content assessments, program evaluation surveys, and program artifacts. We present the results of the first year of implementation and discuss modifications for future use in our immersion programs as well as in multiple course settings at the high school and undergraduate levels.

Just as beginning students in geography need to be taught how to read maps, so beginning students in biology should be taught how to read trees and to understand what trees communicate. O’Hara (1997 , p. 327)

INTRODUCTION

Basic phylogenetics and associated “tree thinking” are often minimized or excluded in formal school curricula, even though they can help form the basis for much of the study and understanding of biology, particularly the “ability to analyze the evolutionary ‘why’ questions” ( O’Hara, 1988 , p. 151; see also O’Hara, 1997 ; Gregory, 2008 ). Accordingly, some advanced high school courses have placed greater importance on phylogenetics as a tool to help students understand evolution as the unifying theme in biology. For example, the Advanced Placement Biology curriculum places heavy emphasis on the study of evolution and relatedness of species and includes tree thinking and the use of cladistics in an evolution-centered laboratory activity ( College Board, 2012 ) and specific learning objectives in the curriculum framework (LO1.17, 1.18, 1.19; College Board, 2013 ). However, the same cannot be said for the K–12 science curriculum. For example, phylogenetics is not included in the recently released Next Generation Science Standards ( NGSS ; Achieve, 2013 ). NGSS promotes deep, foundational knowledge of evolutionary theory; however, it falls short in recommending explicit instruction in tree thinking and use of phylogenetics. Recognizing this void, scientists engaged in discipline-based education research are developing lessons on phylogenetics ( National Research Council [NRC], 2012a ) for inclusion in secondary schools ( Rau, 2012 ; Kovarik et al. , 2013 ) and undergraduate-level courses ( Meir et al. , 2007 ; Lents et al. , 2010 ; Smith et al. , 2013 ; Young et al. , 2013 ) to facilitate student comprehension of evolutionary concepts. Use of diagrammatic depictions such as phylogenetic trees provide a model that increases student understanding of science topics ( Schwarz et al. , 2009 ) and can facilitate understanding of evolution by providing a visual representation of relatedness among species ( O’Hara, 1997 ; Gregory, 2008 ; Catley et al. , 2012 ).

Complementary to the formal school setting, informal science experiences offer the opportunity to stimulate science learning in low-stakes environments that facilitate learner choice in engaging in participatory learning activities and can augment and extend the formal school curriculum ( Bell et al. , 2009 ). Informal settings are traditionally associated with museums, zoos, and planetariums, but postsecondary institutions provide another venue for engaging youth in a variety of academic and career options situated in authentic research environments by opening their laboratories for classroom visits, community events, and apprenticeship programs. University scientists are playing an increasingly larger role in broadening public awareness of science research, as federal grant applications are judged not only on intellectual merit but also on their broader impact to the public ( National Science Foundation [NSF], 2012 ). Engaging learners across the K–20 spectrum has benefits for all stakeholders (Andrews et al. , 2005). For current graduate students, the next generation of researchers, developing methods for communicating their scientific research to a broader audience with the support and guidance of faculty advisors and educational outreach professionals is becoming an important skill ( Dolan et al. , 2004 ; Laursen et al. , 2007 ).

Researchers’ participation in immersion programs serves multiple functions, not the least of which is to communicate current research and scientific practices as emphasized in A Framework for K–12 Science Education ( NRC, 2012b ) and NGSS ( Achieve, 2013 ), to introduce potential members of their community of practice ( Wenger, 1998 ) to authentic scientific inquiry, and to stimulate interest in the diversity of science careers. Botany, however, is not traditionally viewed with great interest by secondary school students in the United States or internationally ( Schussler and Olzak, 2008 ; Bybee and McCrae, 2011 ), and this lack of interest is reflected in the school curriculum. Botany is often given cursory attention by teachers and students in secondary school levels in deference to animal systems, an emphasis that continues into the postsecondary setting ( Uno, 1994 ; Hershey, 1996 ). In our experience, we have noted a similar sentiment among beginning undergraduate students in their approach to the botany section of the introductory biology course. However, this situation does not imply a void of educational research related to the learning of phylogenetics.

Previous work has shown that students often hold several common misconceptions regarding reading and interpreting phylogenetic trees. For example, Catley and Novick (2008) demonstrated that undergraduate students have difficulties inferring which taxon should or should not be included in a clade, even when the definition of a clade is provided. Additional studies have shown that students have difficulty understanding most recent common ancestry and the implication of taxa sharing a most recent common ancestor ( Catley and Novick, 2008 ; Catley et al. , 2012 ; Gregory, 2008 ). Baum and colleagues (2005) illustrated that, when presented a phylogenetic tree, students tend to infer time by reading the tips, which actually does not convey any timescale. Owing to a lack of instruction in tree thinking, these are just some of the common misconceptions that exist as students approach phylogenetic analysis.

To stimulate interest in botany and the diversity of applications within the field, as well as to foster understanding of phylogenetics in secondary students, we developed a 6-h module for high school students engaged in a weeklong science, technology, engineering, and mathematics (STEM) immersion program at a major southeastern university. In keeping with the overall goal of the immersion program, the module was designed to engage students in active learning and to facilitate their understanding of the wide breadth of academic disciplines and potential careers. The aim of this study was to better understand how this plant phylogenetics module impacted the engagement and learning of high school students. With our design-based approach ( McKenney and Reeves, 2012 ), we intended to add to our understanding of how students learn phylogenetics, while also informing our next design iteration of the curriculum module. The results presented here represent year 1 of our study and provide a benchmark to inform our future design and implementation.

Program Description

The plant phylogenetics module was embedded within a weeklong residential STEM immersion program composed of multiple science and engineering modules developed and led by researchers across the university campus. Students explored such diverse topics as molecular biology, materials engineering, and wetlands ecology, complete with indoor laboratory and outdoor field experiences. Students resided in on-campus housing and participated in both social- and STEM-enrichment evening activities under the guidance of undergraduate and postbaccalaureate science majors. Additionally, students worked in pairs to document their experiences using tablet computers, generated daily blog posts, and constructed STEM career presentations that were posted on each week's social learning platform. Pre/post content assessments were administered using a Web-based survey instrument that students accessed through individual accounts on the social learning platform.

Participants

The students who attended the program included males and females entering their junior or senior years of high school ( Table 1 ). During their first day on campus, the 83 students provided consent to serve as research participants. The participants were selected to attend the program by mentors in their individual school districts, which were located in rural areas of the state. These sparsely populated and underresourced districts struggle with providing rigorous STEM course work and career opportunities for students. Consequently, students from rural districts are less likely to take advanced courses, due to low enrollment and a lack of resources ( Lee and Luykx, 2007 ).

a Grade listed is the grade the student entered after completion of the summer immersion program.

b One student did not complete the program evaluation; therefore the evaluation n = 82. Two students did not complete the pretest, and one student did not complete the posttest; therefore the assessment n = 80.

The plant phylogenetics module engaged students in an experimental sequence including observation of morphological characteristics, DNA extraction, amplification, and verification of polymerase chain reaction (PCR) product, immersing them in an authentic experience consistent with current laboratory research practices. The context of the module is the coevolution of plants and their pollinator species and how morphological and molecular phylogenetic trees can help researchers understand the relationship between plants and pollinators through investigations of systematics. The module was sequenced to scaffold student understanding of phylogenetics using visible traits to first construct a morphological tree, which facilitates construction and understanding of complex evolutionary relationships based on genetic data made visible in computer-generated molecular trees ( Wood et al. , 1976 ; Linn, 2000 ; Belland, 2014 ). Before implementation of the formal research study, the module was pilot tested for functionality and feasibility with a similar sample of high school students.

Description of the Module Activities

The phylogenetics module consisted of four main activities: 1) background information on phylogenetic analyses and importance of botanical knowledge, 2) collection of floral morphological features, 3) common laboratory techniques for generating molecular data, and 4) phylogenetic analyses involving morphological and molecular data. All students, working in groups of three or four with assistance from undergraduate, graduate, and postdoctoral researchers, were given ample opportunity to participate and contribute during each activity.

Activity 1. Plants and Pollinators.

Before hands-on activities began, a short presentation covering topics such as the importance of plants, phylogenetics, types of pollinators, and pollinator attractions were covered. Phylogenetic theory and pollination biology were briefly explained ( Judd et al. , 2007 ). Each student group was given plants from four of the 12 species being utilized in that particular week, with a total of 15 species used throughout this project and each group receiving at least one representative flowering plant for each pollinator: hummingbird, bee, and butterfly (see Figure 1 and Table 2 for a complete list of flowering plants). Students were asked to infer the pollinators of each of their flowers after learning about common pollination syndromes and associated floral morphologies ( Judd et al. , 2007 ; see also Fenster et al. , 2004 ).

Figure 1. Plate showing the diversity of flowering plant species used in the module. (a) Cardinal climber ( Ipomea quamoclit ); (b) Maltese cross ( Lychnis chalcedonia ); (c) supercascade red petunia ( Petunia hybrida ); (d) red phlox ( Phlox drummondii ); (e) heavenly scent nicotiana ( Nicotiana alata ); (f) blue daze ( Evolvulus glomeratus ); (g) blue flax ( Linum usitatissimum ); (h) empress of India ( Tropaeolum majus ); (i) morning glory ( Ipomoea violacea ); (j) salvia ( Salvia farinacea ); (k) snapdragon ( Antirrhinum majus ); (l) California poppy ( Eschscholzia californica ); (m) lantana ( Lantana camara ); (n) pentas ( Pentas hybrida ); and (o) vinca ( Catharanthus roseus ). Flowers of a–e are hummingbird pollinated, flowers of f–i are bee pollinated, and flowers of m–o are butterfly pollinated.

Activity 2. Molecular Biology.

Students began the molecular biology portion of the module by extracting DNA from the leaves of each of their plants as described in the REDExtract-n-Amp Plant PCR Kit (Sigma-Aldrich, St. Louis, MO). This was followed by DNA amplification of a nuclear gene (ITS: Internal Transcribed Spacer ) that is often used in systematic studies of plants using universal primers ( White et al. , 1990 ; Sang, 2002 ; Alvarez and Wendel, 2003 ). Students confirmed the success of their PCR procedure by gel electrophoresis (E-gel; Invitrogen, Grand Island, NY). Between the DNA extraction, DNA amplification, and gel electrophoresis procedures, short presentations helped familiarize students with the rationale behind each procedure to aid conceptual understanding of what was occurring from plant leaf to DNA band on an agarose gel and the further step of DNA sequencing, which produces the molecular data needed for the construction of molecular phylogenies. Owing to limited time, the student samples were not sequenced; instead, previously published sequence data were used for further analysis. (All protocols and presentations are available at www.cpet.ufl.edu/resources/plant-phylogenetics .)

Activity 3. Morphological Phylogenies.

Students recorded 10 floral features in a characteristics chart, scoring traits as binary (e.g., presence or absence of the trait) for selected floral features, such as flower color, size, shape, and orientation (see Supplemental Table S1). Many traits were evaluated subjectively and varied between students and groups. For characteristics such as flower size, each group developed its own criteria of large versus small flower and used these guidelines to score all species. Individuals rotated to other groups to observe, score, and discuss all 12 species of plants.

Using their completed characteristics chart, each group constructed a distance matrix incorporating the number of differences between each species pair for three selected characters (see Table S2). Using the information for total number of differences between species, groups constructed a morphological phylogenetic tree using a parsimony framework ( Baum and Smith, 2013 ). Undergraduate and graduate students worked with each group to assist in the development of the trees and help students understand the process of selecting traits and determining evolutionary relatedness. Groups drew their phylogenies on chart paper and posted them so all groups could identify similarities and differences (see Figure 2 for examples).

Figure 2. Student phylogenies constructed during modules representing groups who understood that task and those who lack an element of understanding based on the four-criteria rubric designed for this module. Understanding did not represent an accurate topology, because only a small subset of the characters scored were used to create phylogenies.

Activity 4. Molecular Phylogenies.

DNA sequences for a nuclear marker (ITS) and a chloroplast marker ( trnL-trnF spacer) were downloaded from GenBank ( www.ncbi.nlm.nih.gov/genbank; see Table 2 for accession numbers) for each of the plant species in advance and saved in FASTA format on each student laptop to import into MEGA5 ( Tamura et al. , 2011 ). Whole-group instruction was provided to guide student groups through phylogenetic analysis of the nuclear marker (ITS) using a parsimony framework including subtree pruning to identify the best topology. Students were then encouraged to do the same analysis on the chloroplast data ( trnL-trnF ) to see whether the two trees differed (see Hall, 2011 , for additional examples and walkthroughs of analyses). Phylogenies constructed with nuclear markers are often incongruent with those that are chloroplast-based, due to hybridization, different modes of inheritance, and different rates of evolution ( Sang, 2002 ; Alvarez and Wendel, 2003 ). At the conclusion of the module, students compared and contrasted the topology of trees between the molecular and morphological data sets generated by MEGA5 ( Figure 3 ) and discussed the differences and similarities observed and the utility of each type of data in phylogenetic analysis.

Figure 3. Representative phylogeny from (a) nuclear markers and (b) completed 10-character data matrix for morphological features of flowers. In both trees, morning glory and blue daze occupy the same place in the topology, because they were exchanged in different weeks of the module due to lack of flowering some weeks. Both phylogenies were constructed under parsimony criteria in MEGA5 with default settings.

Research Methodology

Design-based research was used for this investigation, exploring student content knowledge gains and engagement with and perceptions of the plant phylogenetics module. Design-based research is characterized by investigating our theoretical understanding of learning, as an intervention is developed, tested, and revised in an iterative manner while situated in a real-world context ( Barab and Squire, 2004 ; Hoadley, 2004 ). The results of this study represent the first iteration of the design–test–revise steps of the research cycle. While considerable scholarship addresses phylogenetics and tree thinking with undergraduate students, secondary students have only recently become the subject of investigation ( Catley et al. , 2013 ). Therefore, this study establishes initial conceptions of our student population and provides a baseline for future investigations. Common with other design-based research studies, a mixed qualitative/quantitative approach was used to better understand how participants “think, know, act, and learn” ( Barab and Squire, 2004 , p. 5) as they experience a plant phylogenetics module.

Three data sources were utilized in this study: a survey of science content knowledge, the phylogenetic trees that were constructed by student groups, and a follow-up program evaluation survey. The survey instrument for science content knowledge was prepared and used as a pre/post repeated measure (Table S3). Our use of this form of proximal assessment was based on the specific nature of the content and our long-term strategy for multilevel assessment ( Ruiz-Primo et al. , 2002 ). Five survey items were developed by the science researchers (J.B.L.) and reviewed by science education researchers (J.R.B., K.J.C.). The four forced-response items were scored at 1 point each, and the one open-ended response item was scored at 2 points, for a total of 6 points possible.

Criterion 1: Species present and connected. All 12 species utilized in the module were included in the phylogenetic tree, with connections between all species.

Criterion 2: Common ancestor. Tree indicates a common ancestor to all species represented by branching from a single root.

Criterion 3: Branching pattern. Relationships between species were represented using branching morphology, with each node giving rise to either two species, or two clades containing multiple species if a polytomy was present. When a node gave rise to one species, but then was left blank, this was scored as a 0.

Criterion 4. Choice of characters. Students were to pick three characters they thought would be useful in distinguishing relationships. When relationships could not be distinguished for most species, this represented a poor decision in character choice.

To assess student engagement and perceptions of the module, we prepared a short follow-up survey. Participants were asked to first evaluate the activities by rating them as excellent, good, fair, or poor, and then to include comments to justify their rating. The survey was administered at the conclusion of the weeklong immersion program. Additionally, field notes were used to document the implementation of the module, as were any informal discussions with students and teacher chaperones and among the researchers. These data were used to provide insight into the implementation and to validate the analysis from the other data sources.

Content Knowledge

A paired-sample t test was conducted on the participants’ scores from the content knowledge survey. A statistically significant increase was found from pretest (M = 2.70, SD = 1.24) to posttest (M = 3.73, SD = 1.41), t = 5.75, df = 79, p < 0.001 ( Table 3 ). Cohen's d was calculated as 0.643, suggesting a medium effect size for the module as a learning intervention ( Cohen, 1988 ).

* p < 0.001 (2-tailed), df = 79.

Because the module utilized a researcher-designed instrument, we used an analysis of the individual question items to further explore the impact on student content knowledge ( Table 4 ). While responses to question items 2, 3, and 4 showed a significant increase from pre- to posttest, indicating improvement in student understanding of convergent evolution, utility of molecular analysis, and sequence of molecular techniques, responses to items 1 and 5, which probed student understanding of researcher subjectivity and asked students to define a molecular technique, respectively, did not increase. In fact, participants performed worse at posttest on question 5. The largest increase in mean score was for question item 3, with a pretest mean of 0.4375 and a posttest mean of 1.0938. This item contained a short-answer response, and student scores ranged from 0 (incorrect choice and explanation) to 2 (correct choice and explanation) with partial credit awarded. While only 28.8% of the students scored 1 point or higher on the pretest, 60.0% scored 1 point or higher on the posttest. Many students demonstrated an increased understanding regarding the role of researcher variation in scoring morphological traits and the benefits of molecular analysis. However, other students still chose to create a phylogeny with a team of researchers analyzing 50 morphological traits rather than 1500 base pairs of sequence from each species, illustrating the difficulty of changing prior conceptions (see Box 1 ).

Box 1. Example student responses for question item 3

You are part of a four-person research team performing a phylogenetic analysis with 100 species. Which method would you choose and why? Support your decision.

a) 50 morphological characters (morphological phylogeny)

b) 1 gene consisting of 1500 base pairs of DNA (molecular phylogeny)

Desired response and change in knowledge:

“I would choose answer a because it is less to deal with and if there are that many species to work with it will be less to go through in comparison to 1,500 base pairs of DNA” (Student 78, pretest).

“It would be more accurate and in the long time less time consuming using the answer choice b. With morphological phylogeny it matters a lot on how one sees the trait. For example a flower may score as tubular for one person not the other” (Student 78, posttest).

“Using 50 morphological characters offers a broader spectrum for the analysis” (Student 21, pretest).

“The gene and base pairs because they can be found with a computer, making them easy to compare” (Student 21, posttest).

Enduring misconceptions:

“Morphological characters would be more informative than 1 gene” (Student 1, posttest)

“Well I would use morphological phylogeny, I say this because I feel I would better be able to decode the alike and dislikes [ sic ] traits and construct a graph or chart out of that information” (Student 6, posttest).

* p < 0.05 (2-tailed), df = 79.

a Question 3 was worth 2 points due to the combination of forced response and short answer. Selection of B was valued as 1 point, and the explanation was worth an additional 1 point with 0.5 point given. The value presented here is the number and percentage of students who earned all 2 points.

Morphological Trees

Trees could not be scored as a correct or incorrect topology, because participants were only required to use three of the 10 characters, and multiple most-parsimonious trees with differing topologies could be recovered for all data sets. Trees were therefore scored in a way to represent participants’ general understanding of phylogenetics and as a proxy for their understanding of evolutionary theory. We assume this to be participants’ first exposure to phylogenetic analysis, and these models therefore represent their understanding of phylogenetics as constructed during the module.

Each participant group was successful in constructing a valid representation of morphological analyses. Overall, the trees could be grouped into three categories (see Figure 2 ): complete understanding (score 4), developing understanding (score 2–3), or lack of understanding (score 0–1). The trees that were categorized as complete understanding or developing understanding generally included a clear branching pattern of connections between species, the representation of a common ancestor, and a choice of characters that were phylogenetically informative. Trees categorized as lack of understanding typically did not include a clear structure of relationships and often utilized characters that were not informative. For the 24 trees scored, three were deemed to show complete understanding, while 17 showed developing understanding, and four exhibited a lack of overall understanding.

Perceptions of the Module

Eighty percent of the participants responded that the day 1 activities were excellent or good. These activities involved plant biology, including flower structure; pollinator types and syndromes; plant and pollinator interactions; and biotechnology, including DNA extraction and preparing samples for PCR. The second day of the module included gel electrophoresis; visualizing and discussing gel electrophoresis results; implications about genetic relatedness; scoring morphological characteristics of the 12 plant species in the laboratory; constructing a phylogenetic representation of evolutionary relatedness based on three selected morphological characteristics; using genetic sequence data to generate a molecular phylogenetic tree illustrating genetic relatedness using MEGA5; and discussing the comparative advantages and disadvantages of morphological and molecular phylogenetics. Even though this day was conceptually more difficult for the participants, 74% indicated excellent or good on their evaluation, similar to the score for day 1 of the phylogenetics module. Student comments suggested that the decline in favorable perception was attributable to the challenging experience of constructing phylogenetic trees.

The constant comparative method ( Erickson, 2012 ; Cres­well, 2014 ) was used to examine student responses in the module evaluation. The student responses were brief and reflected generally positive, negative, or neutral perspectives of the plant phylogenetics module. Many in vivo codes were used during open coding such as bored , interesting , and hard work . Initial codes were combined into conceptual codes that were then grouped during axial coding to allow themes to emerge from the data. Emerging themes were identified to characterize the students’ engagement and perceptions of the plant phylogenetics module: interesting and engaging , community of practice , active learning , views of plants , and discontent . (See Table 5 for open codes, themes, descriptions, and example student quotes.) These themes were also identified in the field notes, blog posts, and informal conversations, validating the findings of the qualitative analysis of the program evaluation surveys.

Consistent with the quantitative evaluation results, the participants expressed favorable perceptions of the plant phylogenetics module, considering it interesting and engaging and describing it as “Pretty cool and eye opening.” Participant comments about using the tools and techniques of the science researchers (“I know how to do it professionally now!”) and interacting with more knowledgeable others (“[The instructor] seemed passionate about his work”) suggest that they felt part of a community of practice . Additionally, the participants saw value in participating in a research laboratory group (“Seeing and experiencing lab work is definitely useful”). Some participants found certain activities they had already experienced elsewhere to be less engaging, but they indicated that they saw the value of those activities for other students, recognizing that members of a community of practice have different levels of developing knowledge and experience. Opportunities for active learning also resonated with the participants, who cited the hands-on nature of the module, drawing components, and working in groups (“We were able to do hands-on things and work as a team” and “This event taught us teamwork, and how to think critically”) as positive attributes, while listening to talks was considered “boring.”

In the evaluation survey, many participants shared their views on plants , and some indicated that they enjoyed studying plants (“I liked how we learned about plants and why studying botany is important”), although several others indicated a lack of interest in botany (“Not everyone is in love with plants”). Specific comments related to the module reflect this variation as well. Some participants seemed to disengage with the activity due to their lack of enthusiasm with the organism, while others expressed that plants were not their favorite topic of study but they understood their importance. Some participants’ perceptions also reflected discontent with the module activities, either due to the lack of interest in the experimental procedures (“We have done this before”) or difficulty understanding the module content or procedures (“Confusing, didn’t really pop out”).

Design-Based Research Findings

Because design-based research considers the context of the learning environment to be a crucial component of the enactment of new curricula, we present some of these aspects here to provide insight to the way our participants would “think, know, act, and learn” ( Barab and Squire, 2004 , p. 5) as they experienced the plant phylogenetics module. To engage participants at the very beginning of the module, we addressed the question “Why study plants?” to the whole group. Participants suggested examples, including the importance of products such as clothing, food, and medicine. Responses were linked to familiar agricultural practices, consistent with the economies of the areas these students represented. These naïve understandings of botany did not include more sophisticated applications such as species conservation, evolutionary theory, or the use of genetic engineering for improved production, indicating lack of student prior exposure to advanced botany research and biology topics.

As participants worked together to score the characteristics, they discovered through firsthand experience that one of the issues with scoring morphological characteristics is human subjectivity. Heated discussions ensued among participant groups regarding scoring, one example being whether a flower should be classified as tubular or clustered. The graduate and undergraduate students were often called to mediate these discussions and to prompt each participant to explain his or her rationale and to encourage each group come to a final consensus. However, as discussed later, our emphasis on a group consensus may have caused confusion for the participants on question item 1 during the posttest.

While the module was specific to molecular phylogenetics, we did point out advantages and disadvantages with both molecular and morphological trees, to help the students understand that multiple techniques are used in science to answer different research questions. With the availability of DNA sequence data, molecular analysis facilitates the investigation of a large number of characters of modern-day plants, whereas morphological analysis with fewer characteristics still dominates studies in paleobotany, an area of study for which molecular data are difficult to impossible to recover. However, there are also cases, such as reconstructing the first flower, in which these two methods are often used in conjunction ( Doyle, 2008 ).

The immersion program in which our module was situated was composed of upper-level high school students. In our state, all students take biology by the 10th grade, so we assume each program participant successfully completed general biology and passed the required end-of-course exam. We further assume they will not have any further exposure to biology curricula in high school. Although these students had previously taken biology in high school, their prior knowledge was low (as evidenced by the pre-assessment), perhaps hindering larger learning gains as they grappled with new concepts. Because prior knowledge is the largest predictor of learning gains ( Schraw et al. , 2005 ), we view our finding of a medium effect for a 6-h module as encouraging and worthy of further design and analysis. It demonstrates that, taken out of the K–12 science curriculum sequence, students do increase their understanding of phylogenetics as a result of a very brief intervention. Our study suggests that purposeful integration of tree thinking in the science classroom could foster student understanding of evolutionary theory even further. However, as others have discussed, limited explicit instruction in tree thinking in K–12 classrooms, as well as inaccurate representations of phylogenetics in classroom textbooks, leaves students vulnerable to enduring misconceptions and a limited understanding of evolutionary concepts ( Catley and Novick, 2008 ).

Owing to the short duration and informal nature of immersion programs and science camps, learners do not typically develop deep conceptual understanding, and indeed, it can take weeks or longer for learners to reconcile preconceptions with new information and form new knowledge ( Dierking et al. , 2003 ). While the content knowledge gains demonstrated by our plant phylogenetic module are statistically significant, the medium effect size suggests the practical significance of the learning gains must be considered in the context of this study and not generalized, particularly considering the low-stakes setting of an informal environment. However, we are encouraged, as this represents a promising outcome.

Item analysis revealed two question items that did not show a statistically significant increase in scores from pretest to posttest: question item 1 and item 5. Question item 1 was aimed at measuring student understanding that scoring morphological traits is subjective. Student groups were required to come to a consensus on how to score each characteristic and then to use that guideline for all plants. This practice might have transferred to question item 1 during posttest administration, with students mistakenly considering how their group scored as a collective unit rather than how each individual student or scientist scored the traits. Without the ability to probe further, however, we are uncertain what caused confusion and, consequently, no change in student mean scores. Question item 5 probed student understanding of gel electrophoresis, offering four choices, including the intended response of “passing electricity through a gel to separate molecules based on size.” However, on this recall question, more students answered incorrectly after the module. A common posttest response was b) “Identifying pieces of DNA by sequence,” suggesting a misconception was either introduced or reinforced. It may be conceptually difficult for students to understand the band they see on the agarose gel consists of a fragment of DNA several hundred bases long and that identification of sequence data are not possible at this level. However, students were presented with a sequencing technique, which does use electrophoresis to separate fragments and produce sequence data, albeit in a different manner, but the inclusion of this information may have contributed to the ambiguity in student posttest response. After review of the question and the student responses, both answers should be considered correct and this question revised in future implementation.

Question item 2 indicated statistical significance, however, the low significance combined with detailed analysis of the student responses indicates room for improvement in the module. This question addresses the misconception students often have that similar appearance, habitat, or locomotion indicate close evolutionary relatedness ( Catley et al. , 2012 ; Young et al. , 2013 ). While all students recognized molecular data as evidence of evolutionary relatedness, 45% of the students still believed that morphology and/or geographic area are good indicators of relatedness by answering d) “all of the above.” It is possible that inclusion of morphological phylogenetic trees may have reinforced the misconception of similar characteristics indicating evolutionary relatedness.

When probed during the module wrap-up, students voiced their frustration with phylogeny due to its difficulty and lack of a decisive answer; these same frustrations were also evidenced in their evaluation comments. This activity required students to use critical-thinking skills and negotiate with group members, important 21st-century skills and practices emphasized in science education reform. Additionally, it challenged the tenable nature of science that students are taught in formal schooling. These findings are consistent with Barab and Hay (2001) , who reported participants in an apprenticeship program had difficulty grappling with alternative findings, because such findings presented a challenging notion to the students who “all too often view science as getting the correct answer” (p. 96).

Creating morphological trees served multiple purposes in our module. It allowed students to discuss the advantages and disadvantages of morphological and molecular trees by having a visual model to reference ( Lehrer and Schauble, 2006 ; Schwarz et al. , 2009 ). Additionally, morphological trees scaffold ( Belland, 2014 ) student understanding of more complex phylogenetic trees that utilize abstract molecular data. Creating morphological trees is historically rooted, and we see tree sketches utilized by Lamarck and Darwin based on physical characteristics to illustrate their thinking about species relatedness ( Gregory, 2008 ). Stepping students through the historical approach based on morphological data can help them build their knowledge and scaffold their thinking to reason through molecular-based phylogenetic analysis ( Lin et al. , 2010 ).

A larger idea that provided the impetus for the module was that different species of the same plant have evolved different pollinator syndromes such that coevolution has occurred between plants and the species that pollinate them. The students were very good at identifying likely pollinators based on plant characteristics and considered the traits of the pollinators that allowed them to be adapted for certain plants. Using applied phylogenetics, students observed the frequency of evolution of traits using the comparative method. This allows for determination of correlations between a particular trait, in this case, any flower characteristic such as color, size, or orientation, and a particular adaptation that would select for such traits, in this case, pollinators ( Baum and Smith, 2013 ).

The majority of the students viewed the module favorably; however, there were some students who did not fully engage in the activities due to lack of interest in either the study of plants or the techniques used. This is a challenge for a multidiscipline immersion program and was confounded by the diversity of the participants’ interests and previous experiences. Informal science settings aim to provide positive experiences for all learners. Positive science experiences encourage learners and increase their likelihood of engaging in scientific activities and retaining favorable attitudes about STEM issues ( Sadler, 2009 ). The programmatic design of the immersion program that contained our module exposes all participants to a variety of disciplines, not just those they believe they are most interested in (i.e., medical or engineering fields). The perceptions documented in this study represent one temporal glimpse of a diverse group of high school students, and they may be short-lived. A longitudinal study is needed to determine what affective and cognitive impacts can be attributed to the plant phylogenetics module, but even then it is difficult to exclude other factors and isolate the effects of one module ( Laursen et al. , 2007 ).

Modifications

This study explored the implementation of a plant phylogenetics module with high school students in an informal, situated-learning environment. We have described conditions that may have constrained larger content knowledge gains, but we feel the module has great utility in a number of settings with secondary and postsecondary learners. In the high school and undergraduate classrooms, this module can be included in the course curriculum to complement instruction in a number of topics, thereby providing more opportunities to elicit prior knowledge and correct misconceptions than we could in our brief opportunity (e.g., botany, evolution, phylogenetics, systematics, DNA techniques). The module could also be used as a summative experience to bring several concepts and techniques together. When used in a formal science classroom, the content assessment should include more questions to assess understanding of a larger range of concepts and applications. Additionally, in a formal setting, students would have more time to process new information, as the module would likely take place over a series of class meetings, allowing time for reflection and assimilation of new knowledge.

Instructors may wish to consider introducing smaller data sets ( Lents et al. , 2010 ) or more divergent species ( Young et al. , 2013 ) to build student understanding of phylogenetics. O’Hara's (1997) comparison of phylogenetic trees to map reading highlights that students need to be taught how to read and make sense of the representations. Starting with small data sets, students can practice drawing trees by hand and then use a heuristic computer search to generate the most parsimonious tree with a larger set of data. In our module, flower characters such as flower size, flower shape, and whether flowers were clustered or individual had the most phylogenetic signal for the species utilized. Incorporating these characters into the morphological analyses made reconstructing the tree easier than using other characters that had much less signal. Purposeful instruction in tree thinking can guide students in building their understanding of evolutionary relatedness, and the use of phylogenetic trees as mental and physical models aids their developing knowledge. Starting with clear, well-defined examples can scaffold student learning toward deeper conceptual understanding of evolutionary theory ( Lents et al. , 2010 ; Young et al. , 2013 ). Students could also compare the best morphological tree with the molecular tree and discuss similarities and differences. Additionally, students could generate a most parsimonious molecular tree and map characteristics and pollinators onto it, allowing them to see how similar traits have evolved multiple times, resulting in convergent evolution.

Although we were quite restricted in our informal setting, if time and resources allow, students could follow their plant samples from DNA extraction through sequencing and analyze their own plants’ molecular data. In a course emphasizing biotechnology and molecular techniques, this is an excellent opportunity to engage students in an authentic experimental sequence that has immediate relevance, as students could develop phylogenetic trees using plants found on campus or in the community.

In an informal setting such as a university, museum, or science center, pollinator and plant species (actual specimens or images) can be displayed for students to predict coevolved pairs. This would provide another opportunity for active participation and kinesthetic learning in which students can see physical representations of adaptations and observe and explain how species relate. For implementation in shorter time intervals, the module could also be separated into two parts, starting with the morphological characteristics and matching species. Students can then move into the molecular activities and discuss speciation events and how different pollinator syndromes have evolved multiple times.

Looking ahead to our implementation next summer, we will attend more to building student understanding of phylogenetics by scaffolding instruction first through an activity that introduces phylogenetics without any terminology or reference to evolution ( Goldsmith, 2003 ). Other brief activities, such as introduction of organism cards, small DNA sequences, and reflection, should allow students to build their understanding of phylogenetics and its applications and to develop their tree-thinking skills. Additionally, use of previously developed assessments will facilitate assessment of student misconceptions (i.e., Meir et al. , 2007 ; Sandvik, 2008 ; Catley et al. , 2013 )

Implications

This study calls attention to the lack of understanding and difficulty high school students have attending to phylogenetics. It reinforces the call from scientists to include explicit instruction in the K–12 curriculum starting in elementary grades and building conceptual understanding as students progress through their formal school career. Limited inclusion of phylogenetics in both our state science standards and the NGSS tasks scientists and education researchers with finding ways and venues to assist our students in developing tree-thinking skills.

The goal of the plant phylogenetics module was to increase student awareness and understanding of botany and the construction and application of phylogenetic trees through the morphological and molecular analysis of plants and their pollinators. Exposing learners to fields underrepresented in their formal schooling environment expands the breadth and depth of their knowledge, and they are able to develop appreciation for more disciplines. Perhaps this exposure will allow students to consider pursuing plant science in their postsecondary education and career.

Additionally, typical of informal learning environments, the larger goal is to support scientific literacy for application to the real-world context in which the learner resides. At the conclusion of 1 wk, the students were gathering in an area with lantana, one of the flowers included in the plant phylogenetics module. The program coordinator queried the students about the plants and asked them to predict the pollinator. Some students suggested it was bee pollinated while others argued for butterfly pollinators. Both groups were able to call upon knowledge gained during the plant phylogenetics module to justify their responses. Hearing the students engage in discourse common to a particular community of practice that they experienced in a situated-learning environment indicated that learning had occurred during the students’ weeklong immersion program and that they were able to apply their new knowledge to their everyday life. We consider that success.

Accessing Materials

All module materials, including presentations and handouts, can be accessed at the following website: www.cpet.ufl.edu/resources/plant-phylogenetics .

ACKNOWLEDGMENTS

This project was supported from funds from NSF grant IOS-0922742, The Amborella Genome: A Reference for Plant Biology grant awarded to Pamela Soltis (advisor for J.B.L.), and the FloridaLearns STEM Scholars Project, funded through the Florida Department of Education's Race to the Top Award #670-RA311-4C001; authority: 84.395A Race to the Top Fund. The authors thank Michael Chester and Margarita Hernandez for scoring student phylogenies and helping to implement the modules and for helpful comments on the manuscript. We also thank Sarah Allen, Andy Crowl, Blake Geraci, Grant Godden, Luis Mourino, Douglas Soltis, Pamela Soltis, and Milda Stanislauskas for volunteering to help with the modules.

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Submitted: 25 April 2014 Revised: 23 July 2014 Accepted: 24 July 2014

© 2014 J. R. Bokor et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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10 Biology Research Opportunities for High School Students

A window into the natural world, biology is an intriguing and versatile discipline. Whether you’re interested in the lives of people, plants, or animals - the study of biology offers several interesting opportunities to conduct research. Sifting through extensive lists of research opportunities, however, only to be unable to discover those that correspond precisely to their interest in biology is a common challenge students experience. In this discipline-specific list, we present 10 research possibilities in the field of biology for high school students. Some of these programs have a fee, while others are free.

Here are 10 research opportunities in the field of biology for high school students:

1. Research in the Biological Sciences (RIBS) at University of Chicago

University of Chicago’s Research in the Biological Sciences is an intensive four-week pre-college summer program designed to introduce students to a variety of research techniques in the fields of molecular biology, microbiology, and cellular biology. The whole program revolves around lab time and projects, though some lectures are included in the curriculum to provide background and introduce exciting new concepts. Each course ends with the students presenting results of their independent project.

Cost: $11,400

2. Mount Desert Island Biological Laboratory – High School Student Summer Research Fellowship

The MDI Biological Laboratory offers summer research fellowship opportunities to high school students who are sixteen years old or over, with an interest in developing science research skills. The 10 week program welcomes applicants who desire hands-on, research training experience within an advanced laboratory. Students are offered a stipend for their participation.

3. Hutton Junior Fisheries Biology Program

The Hutton Junior Fisheries Biology Program (Hutton Program) is an educational program sponsored by the American Fisheries Society (AFS) for high school students. The program is a paid summer opportunity, open to students in their junior and senior year, who are interested in pursuing science disciplines associated with natural resource and environment management. Students participate in research projects relevant to fisheries science, habitat protection and restoration.

4. NIH – Summer Internship Program in Biomedical Research (HS SIP)

The National Institutes of Health (NIH) provides this opportunity to students in their senior year. Students spend a summer working at the NIH side-by-side with some of the leading scientists in the world. Accordingly, these students work in an environment devoted exclusively to biomedical research, for a minimum of 8 weeks. Students are offered a stipend for their participation.

5. UCSD – Academic Connections Research Scholars

25 students are selected to each work individually with a UCSD Faculty researcher. They conduct research in an actual Biochemistry or Biology lab on campus. The 6 week long program offers both winter and summer sessions. Students are admitted on a rolling basis.

Cost: $4200

6. IndianaU – Simon Cancer Center Summer Research Program

The Summer Research Program (SRP) of the Indiana University Simon Cancer Center strives to expand the number of underrepresented high school and undergraduate students. This program is designed for students interested in biomedical and behavioral science fields. In order to accomplish so, IU helps these students by giving them hands-on experience in these subjects. The program is 8 weeks long and open to high school seniors.

7. Fred Hutch – Summer High School Internship Program

This 8 week, paid summer research internship at Fred Hutch is open to rising high school seniors. The Hutch has an international reputation for its pioneering research in biological sciences, bone marrow and stem cell transplantation, cancer prevention, epidemiology, and biostatistics. The program offers a stipend to students for their participation.

8. Cell-Science Summer Internship Program

The goal of this program is to educate next generation scientists about rational drug design & discovery in biotechnology. The program has guest lectures by experts from leading Pharma/Biotech companies, and also hosts two workshops on career development in biology. Students will have a chance to work on a Bioinformatics research project for 7 weeks, also giving oral presentations and submitting project reports. The program is open to rising high school seniors.

9. UC Irvine Math ExpLR: Summer Research Program

Math ExpLR is a 6-week mathematical biology program. Students will be paired with undergraduates and collaborate on a computational biology research project with a principal investigator. There will also be weekly skill development events, such as how to deliver presentations or how to write math on the computer. All students will give a presentation on their study and write an expository paper about their work before the end of the project. Cost: None

10. Research Apprenticeship in Biological Sciences (RABS) at Cornell University

This program, known as RABS, allows serious, research-oriented students to collaborate on an investigative project with some of Cornell's top academics and PhD associates. Students may spend 40 or more hours a week on a research team, making the curriculum intensive. Students prepare an oral presentation and a written report suitable for publishing at the end of the six-week course.

Cost: $12,825

If you're looking for a real-world internship in biology that can help boost your resume while applying to college, we recommend Ladder Internships!

Ladder Internships  is a selective program equipping students with virtual internship experiences at startups and nonprofits around the world!  

The startups range across a variety of industries, and each student can select which field they would most love to deep dive into. This is also a great opportunity for students to explore areas they think they might be interested in, and better understand professional career opportunities in those areas. The startups are based all across the world, with the majority being in the United States, Asia and then Europe and the UK. 

You can explore all the options here on their application form .

As part of their internship, each student will work on a real-world project that is of genuine need to the startup they are working with, and present their work at the end of their internship. In addition to working closely with their manager from the startup, each intern will also work with a Ladder Coach throughout their internship - the Ladder Coach serves as a second mentor and a sounding board, guiding you through the internship and helping you navigate the startup environment. 

Cost : $1490 (Financial Aid Available)

Location:   Remote! You can work from anywhere in the world.

Application deadline:  April 16 and May 14

Program dates:  8 weeks, June to August

Eligibility: Students who can work for 10-20 hours/week, for 8-12 weeks. Open to high school students, undergraduates and gap year students!

One other option – Lumiere Research Scholar Program

If you are interested in a selective, structured research program, consider applying to the Lumiere Research Scholar Program , a selective online high school program for students founded by Harvard and Oxford researchers. The program pairs you with a full-time researcher to develop your own independent research project, in any discipline of your choice. Last year over 1500 students applied to 500 slots in the research program! You can find the application form here.

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• Science Fair Project Ideas for Kids, Middle & High School Students ⋅

High School Science Experiments With Plants

Why Do Plants Need Water in Photosynthesis?

High school science experiments can be designed to inform students about the different aspects of plant life. Experiments that promote critical thinking and reflection allow students to develop theories about different areas of biology and botany. Students can study the structural parts of the plant, functional aspects and reproductive factors of plants.

How Does Temperature Affect the Xylem in Tomato Plants?

This experiment involves testing the size of the xylem in Roma tomato plants when exposed to different temperatures. Students need six Roma tomato plants, six pots, planting soil, a small and large beaker, blue dye, water, ice, heat lamp, microscope and thermometer. Add soil to the pots and put the plants into the pots, burying the roots. Place the six pots in six different locations--under a heat lamp, in the shade, in the sun, in the fridge, in the freezer and in ice. Give each plant 300 ml of water containing 25 ml of blue dye each day. Observe the plants over three weeks and record observations. After three weeks, cut off a piece of each plant 2 inches from the root and examine the xylem under a microscope. Students note the size of the xylem of the six plants and draw conclusions about temperature effects on xylem.

Can a Plant Grow From the Top of a Carrot?

The carrot-top experiment involves students researching whether a plant can grow and get the nutrients needed from a carrot top. Students need four carrots and a shallow container. First, cut off the top of the carrot about a half-inch away from the leaves. Carefully cut the leaves off the top, keeping it close to the base. Place the carrots in the container with the cut side facing downward and add water to cover half the carrot top. Put the container into a well-lit windowsill and observe the carrot tops daily for any changes. Use a ruler to measure the growth of leaves or roots out of the tops and record the data in a table. Continue the experiment for a week and draw conclusions based on reasons for the growth of leaves from the tops.

How Do Some Plants Grow by Themselves?

This experiment allows students to study asexual reproduction by vegetative propagation. Students learn about the different asexual organs and their functions in specific plants. Students need two 1-liter jars, scissors, distilled water and a geranium plant. First, fill the jars to three-quarters with distilled water. Cut four healthy stems with leaves from the geranium plant. Place two stems with the cut ends facing down into each jar. Put the jars into direct sunlight on a windowsill. Make observations about the cut ends of the stems every day for two to three weeks. Students see roots growing from the ends of the stem, which can later be planted and will grow into a new geranium plant. This experiment allows students to investigate the concept of asexual reproduction, and they later can observe the new plant become identical to the parent plant.

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About the Author

Amanda Wehner is a primary teacher with a Master of Teaching degree. Her dissertation focused on researching the current crisis amongst boys and literacy skills. Before completing her research, Wehner had received an undergraduate degree with a double major in psychology and biology.

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An improved botanical search application for middle- and high-school students

• Published: 21 July 2015
• Volume 21 , pages 1821–1836, ( 2016 )

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A previously reported botanical data retrieval application has been improved to make it better suited for use in middle- and high-school science classes. This search interface is ring-structured and treats multi-faceted metadata intuitively, enabling students not only to search for plant names but also to learn about the morphological features and taxonomy of plants. A usability test with 20 middle- and high-school science teachers was performed to identify any problems with using this application in the classroom. Four problems were thereby identified, and the application interface was improved by changing how candidates are arranged and displayed, deleting the double-tap operation, and adding a bookmarking function. The effectiveness of the improved application was then evaluated by having 50 middle- and high-school students use it in group work. The results showed that they could more easily find plant names by simply rotating the search rings and could more easily analyze the information by quickly recognizing the features of retrieved plants. The improved application also better helped the students learn about plants on their own during the search process.

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High School Students Thrive as Researchers

Authentic exploratory research hones students’ investigation and analysis skills..

Posted April 1, 2024 | Reviewed by Monica Vilhauer

• Why Education Is Important
• Find a Child Therapist

This post is Part I in a series.

I got to speak with students at Laguna Beach High School (LBHS) recently when giving a career talk there. They kept asking me advanced questions about conducting studies, writing, and science, and they spoke with passion about their own research projects. I was taken aback by how much these high school teens sounded like my adult college students and peers. They kept mentioning “AER”, and I had to learn more.

LBHS’s Authentic Exploratory Research (AER) Program is an independent research course inspired by Palo Alto Unified School District’s Advanced Authentic Research Program. In AER, students are paired with adult mentors (such as LBUSD staff, industry experts, and academics) who assist the teens in researching their own big questions in fields of their choice. Students spend about 60 hours per semester on coursework that includes both instruction and working on each project itself.

No such courses were offered at LBHS when I graduated there back in 1990, and I wonder how much sooner I could have enjoyed my career as a researcher if I had gotten to participate in AER as a youth. Though the program was introduced in 2019 by Laguna Beach Unified School District (LBUSD) Superintendent Jason Viloria, Ed.D., Jun Shen is the passionate teacher and edtech coordinator who runs it. I had the pleasure of partnering with Shen for an interview series where we’ll first explore how AER works before hearing from students about their experiences with AER honing skills for future success. Students’ feedback (in interviews to follow) and Shen’s answers (which follow each question below) can help others implement such a program.

Jenny Grant Rankin: What were the biggest challenges to implementing a successful AER program, and how did you tackle them?

Jun Shen: The biggest ongoing challenge is to find the balance between respecting the students’ individual freedom in their projects on one hand, and on the other, closely managing the students so they’d make adequate progress. Tackling this is an iterative process. Through the last four years, I have tried many different methods like online journaling, different grading rubrics and requirements, different communication protocols, and it seems to be steadily getting better.

JGR: When pairing students with adult mentors, how do you find and secure mentors who are appropriate for students' different interests?

JS: We have a dedicated Mentor Coordinator for AER, at first the ASB Director Jennifer Lundblad, then our District’s Career Education Coordinator Kellee Shearer. After students register for AER in March, we interview them in April and May to get a good feel for their field of interest, and Kellee spends the summer finding them mentors.

JGR: When speaking to your students about AER, I was impressed by the sophistication with which they discussed their studies. What was the most powerful strategy you used to help high schoolers understand research concepts that are hard for even college students to grasp?

JS: Most AER students are definitely wise beyond their years but I can’t claim credit for this one. It’s definitely a team effort, with a splash of selection bias thrown in. Most (though not all) students who take on the challenge of AER are already high-performing and highly-motivated students; thus, they’ve already learned a lot of the research and analysis skills in some of their other upper-level classes. In addition to that, we have a full-time Library Media Specialist, first Stephanie Gamache then Glen Warren, who works with the students to help them find what they need. Their mentor is another obviously valuable asset. As for me, I do very little whole-group, one-size-fits-all instruction about research and data analysis. Most of the students’ research methodologies are created individually with my advice.

JGR: What can you tell educators who are nervous about giving students so much independence and freedom in a course?

JS: First, be curious. If you love learning new things, then you’ll have a great time with your students as you explore some obscure topics together. The more you communicate that you’re personally invested in their study, the harder they will work with you. Second, it won’t be perfect your first year and that’s OK. Looking back, my first year running AER was rather lackluster, with a sizable portion of students dropping out or barely finishing their projects. Every year we learn our lessons and improve the course for the following year. Third, don’t reinvent the wheel. We based our program on Palo Alto USD’s program and, year after year, have modified it to suit our culture and needs. Start with their or our curriculum and see where it leads you.

JGR: What else should readers know about AER?

JS: It’s one of the highlights of my career. I’ve always been that kid who watched as many Discovery Channel Documentaries as I could because I loved learning about everything. I never thought that I’d get to geek out with kids about Aerospace Engineering and Fashion Design in a high school teaching job!

I’ve always been that kid, too. It’s heartwarming to learn how AER can be as rewarding for staff as it is for students, who we’ll hear from next. To continue reading, look for Part II.

Jenny Grant Rankin, Ph.D., is a Fulbright Specialist for the U.S. Department of State.

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Guidance counselors could help female high schoolers erase the STEM gender gap: Report

by Amy McCaig, Rice University

New research from the Rice University Kinder Institute for Urban Research's Houston Education Research Consortium (HERC) finds that female students may be more likely to stick with STEM curriculum when they receive support from high school guidance counselors.

In 2013, the Texas legislature introduced "endorsements," which function like college majors to provide high school students the opportunity to specialize in an area aligned with their long-term goals. To earn an endorsement, Texas students must take specific course sequences, or paths, in one or more areas of focus.

In the Houston Independent School District, the first students to graduate under the new endorsement system in 2018 did not receive formal guidance about their endorsement tracks after their initial choice in ninth grade. However, in 2019, the school district added a check-in session with guidance counselors for all students to support them in completing their endorsements.

In " The Role of Guidance Counselors in Narrowing the Gender Gap in STEM Endorsements " published last month, HERC researchers found that when HISD implemented these check-ins, female students' probability of completing the STEM endorsement increased significantly—and the effect was particularly strong for female students from less privileged backgrounds. As a result, the gender gap in completing the STEM endorsement in HISD almost completely disappeared, declining from 6.2% in 2018 to 0.8% in 2019.

"The endorsement counseling program wasn't necessarily geared toward gender, it was geared toward helping students succeed in light of the recent policy change. But there is burgeoning research that shows male and female students react differently to social capital interventions," says Brian Holzman, the lead author of the study who is now an assistant professor of educational administration at Texas A&M University. "Both male and female students were switching to STEM in the second cohort. We just found that the effects of the program were stronger for female students."

HERC Director Erin Baumgartner notes that while there could be several reasons for the increase in overall STEM endorsement completion during this period, the findings suggest that guidance from school counselors may be a potential solution to the gender gap in STEM and an especially promising strategy for increasing access to STEM for female students from lower socioeconomic backgrounds.

"There's a lot of research that shows students benefit from access to effective counselors, who can deliver tailored support based on students' unique experiences and needs," Baumgartner said. "The challenge is for schools to provide the right ratio of trained counselors to students to offer adequate support."

The researchers said they hope this work will shed light on the impact of support for students, especially females, pursuing STEM education.

Provided by Rice University

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Regions & Countries

About half of americans say public k-12 education is going in the wrong direction.

About half of U.S. adults (51%) say the country’s public K-12 education system is generally going in the wrong direction. A far smaller share (16%) say it’s going in the right direction, and about a third (32%) are not sure, according to a Pew Research Center survey conducted in November 2023.

Pew Research Center conducted this analysis to understand how Americans view the K-12 public education system. We surveyed 5,029 U.S. adults from Nov. 9 to Nov. 16, 2023.

The survey was conducted by Ipsos for Pew Research Center on the Ipsos KnowledgePanel Omnibus. The KnowledgePanel is a probability-based web panel recruited primarily through national, random sampling of residential addresses. The survey is weighted by gender, age, race, ethnicity, education, income and other categories.

Here are the questions used for this analysis , along with responses, and the survey methodology .

A majority of those who say it’s headed in the wrong direction say a major reason is that schools are not spending enough time on core academic subjects.

These findings come amid debates about what is taught in schools , as well as concerns about school budget cuts and students falling behind academically.

Related: Race and LGBTQ Issues in K-12 Schools

Republicans are more likely than Democrats to say the public K-12 education system is going in the wrong direction. About two-thirds of Republicans and Republican-leaning independents (65%) say this, compared with 40% of Democrats and Democratic leaners. In turn, 23% of Democrats and 10% of Republicans say it’s headed in the right direction.

Among Republicans, conservatives are the most likely to say public education is headed in the wrong direction: 75% say this, compared with 52% of moderate or liberal Republicans. There are no significant differences among Democrats by ideology.

Similar shares of K-12 parents and adults who don’t have a child in K-12 schools say the system is going in the wrong direction.

A separate Center survey of public K-12 teachers found that 82% think the overall state of public K-12 education has gotten worse in the past five years. And many teachers are pessimistic about the future.

Related: What’s It Like To Be A Teacher in America Today?

Why do Americans think public K-12 education is going in the wrong direction?

We asked adults who say the public education system is going in the wrong direction why that might be. About half or more say the following are major reasons:

• Schools not spending enough time on core academic subjects, like reading, math, science and social studies (69%)
• Teachers bringing their personal political and social views into the classroom (54%)
• Schools not having the funding and resources they need (52%)

About a quarter (26%) say a major reason is that parents have too much influence in decisions about what schools are teaching.

How views vary by party

Americans in each party point to different reasons why public education is headed in the wrong direction.

Republicans are more likely than Democrats to say major reasons are:

• A lack of focus on core academic subjects (79% vs. 55%)
• Teachers bringing their personal views into the classroom (76% vs. 23%)

In turn, Democrats are more likely than Republicans to point to:

• Insufficient school funding and resources (78% vs. 33%)
• Parents having too much say in what schools are teaching (46% vs. 13%)

Views also vary within each party by ideology.

Among Republicans, conservatives are particularly likely to cite a lack of focus on core academic subjects and teachers bringing their personal views into the classroom.

Among Democrats, liberals are especially likely to cite schools lacking resources and parents having too much say in the curriculum.

Note: Here are the questions used for this analysis , along with responses, and the survey methodology .

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‘Back to school’ means anytime from late July to after Labor Day, depending on where in the U.S. you live

Among many u.s. children, reading for fun has become less common, federal data shows, most european students learn english in school, for u.s. teens today, summer means more schooling and less leisure time than in the past, about one-in-six u.s. teachers work second jobs – and not just in the summer, most popular.

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .