Integrating Peer-Mentoring with High School Science

Al-Thani, N. J., & Ahmad, Z. (2025). Revolutionizing RCT in high school through research experiences. In Teaching and Learning with Research Cognitive Theory: Unlocking Curiosity and Creativity for Problem-Solving Skills (pp. 59–80). Springer. https://doi.org/10.1007/978-3-031-87544-1_4 

Introduction
Chapter Four of Teaching and Learning with Research Cognitive Theory, by Al-Thandi & Ahmad (2025) presents a compelling model for integrating Research Cognitive Theory (RCT) into high school education. RCT blends social and cognitive learning principles, which emphasize curiosity, self-efficacy, and motivation. The authors focus on the Chemistry-based High School Research Experience (CHSRE) program, showcasing how structured, multidisciplinary research can transform students’ skills, attitudes, and academic trajectories.

Methods
The CHSRE program is a two-month, hands-on research initiative for high school students, combining real-world problem-solving with mentorship from researchers. Students work in dynamic lab environments, guided by a near-peer mentoring model that supports cognitive and behavioral development. The near-peer mentoring model, which pairs students with slightly more advanced peers (often undergraduate or graduate students), provides a supportive and relatable dynamic that enhances learning, builds self-efficacy, and fosters a sense of belonging within the research community. Assessment drew on five years of alumni feedback and tracked changes in self-efficacy, research skills, and aspirations.

Results

Results showed significant gains in research confidence, problem-solving, collaboration, and motivation to pursue STEM fields. Mentoring was key: students mirrored the behaviors and mindsets of their near-peer guides. Many alumni credited the program with shaping their academic goals, particularly in choosing STEM majors. Additionally, engagement with real-world problems also boosted their sense of purpose and relevance in science learning.

Discussion
The authors highlight how immersive research experiences grounded in RCT foster intellectual engagement and long-term skill development. RCT’s emphasis on reciprocal interaction between learners, peers, and mentors builds a sustainable research identity. Notably, the use of a multidisciplinary framework helped students connect scientific learning to real-world relevance, increasing intrinsic motivation and career clarity.

Implications for Mentoring Programs
Mentoring programs can leverage RCT by creating structured, inquiry-driven environments that emphasize curiosity, autonomy, and social learning. Near-peer models are especially effective, helping students internalize research behaviors and see themselves as capable contributors. Programs should support experiences to build self-efficacy and ensure exposure to diverse disciplines to broaden career awareness.

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