Formally, there may be a subject called research.  Officially, a research paper might be the target outcome.  But in reality, if learners will do research only at the time of the subject, expect a 99% failure rate.  Research is an attitude where we formalize it with a specific “form of writing” in the formal subject.  This is why may subject failed in generating research with substance yet submit papers with the proper form.

If research is an attitude, it goes back to the building of foundational skills where “asking the right questions” is developed.  Observing and measuring what matters in activities is acquired.  Documenting and collecting data, distinguishing data and proper sampling (testing methods), are modelled by a teacher and later acquired and valued by learners.   Where reading, or watching youtube videos lead to writing good summaries and proper citation.  In all aspects of skill development that is scattered throughout the curriculum, the hard reality is that, the teacher is the “model” learners look up to.  The ability to scaffold them to success makes an excellent teacher.

In the build-up of skills for research during earlier years, topics may vary.  It must not be only robotics and AI.  The interest of learners will help them pursue an enduring question and be motivated to develop their skills.  Robotics and AI are mere tools to augment and improve that area of research.

Thus, should learners begin a class in research at the latter grades of 11 and 12, they would merely refer back to their experience of earlier years.  If done otherwise (in a hurried manner), the quality of research will always suffer and the expectations of teachers may be unrealistic.