Abstract:

This study is designed to theoretically articulate and empirically assess the role of personalized learning pathways. The research aims to create the internship program for high school students at ITMO University's Infochemistry Research Center (Russia, Saint Petersburg).

The stages of the program development process are:
1) client briefing,
2) exploratory research (hypothesis generating phase),
3) customer development (hypothesis testing),
4) designing a learning experience,
5) project defense.

Individual interviews with former intern participants were conducted using Zoom. The interview questions were designed with the aim to collect the respondents' attitudes toward strengths and weaknesses of the program and recommendations on how to improve it. Authors conducted a competitor analysis for Russian and forein high school internship programs in the field of chemistry and identified three types of scientific practices: summer camp or summer school, university science circle and research academy. It has to be emphasized that there is no single high school internship program in the field of chemistry in Russia as at IMTO University. The program is grounded in hands-on laboratory experiments that help students experience science in varied, interesting and enjoyable ways. The concept of the program is based on principles and ideas of science education. It embraces personalized learning pathways, scaffolding instruction and participation in the research study.

Pathways are designed toward core four elements of personalised learning:
1) flexible content and tools,
2) targeted instruction,
3) student reflection and ownership,
4) data driven decisions.

Keywords:

Personalized learning pathways, scientific practice, science education, internship program, infochemistry.