Participating in the scientific publication process: Exploring students’ perceptions of scientific inquiry and identity

Communication is an essential component to scientific inquiry, and specifically the primary literature is highly valued by scientists. Yet, the role of primary literature within scientific inquiry is generally absent from the science classroom. In this study we examined how middle and high school student perceptions of scientific inquiry changed after they engaged in a peer-review and publication process of their research papers. We interviewed twelve students who published their papers in the [Journal], a science journal dedicated to publishing the research of middle and high school students. Students reported a broader understanding of scientific inquiry, and explicitly recognized the important roles of effective communication, revision, and collaboration in doing science. While not all students will be motivated to publish their research, our work has important implications for how the concepts of peer-review and publication should be integrated into disciplinary literacy and scientific inquiry.