The potential to promote scientific skills and interests of students through participation in research processes is often described in the literature. In recent years, there have been more research opportunities for schoolchildren, whether in school research centers or Citizen Science. In order to fully exploit the potential of these learning opportunities, accompanying scientific research is central in addition to appropriate quality assurance through evaluations. In contrast to evaluations, fundamental knowledge about personal and socio-cultural aspects of learning in research processes is to be generated through accompanying scientific research.
