Articles | Volume 4, issue 2
Geosci. Commun., 4, 147–168, 2021
https://doi.org/10.5194/gc-4-147-2021
Geosci. Commun., 4, 147–168, 2021
https://doi.org/10.5194/gc-4-147-2021
Research article
08 Apr 2021
Research article | 08 Apr 2021

Evaluating participants' experience of extended interaction with cutting-edge physics research through the PRiSE “research in schools” programme

Martin O. Archer et al.

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Subject: Geoscience education | Keyword: Pedagogy
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Cited articles

Archer, L., Moote, J., and MacLeod, E.: Learning that Physics is “Not for Me”: Pedagogic Work and the Cultivation of Habitus among Advanced Level Physics Students, J. Learn. Sci., 29, 347–384, https://doi.org/10.1080/10508406.2019.1707679, 2020. a, b, c, d
Archer, M. O.: So you're looking to run a research in schools project? Practical tips from the evaluation of a pilot programme, Tech. Rep., SEPnet, London, UK, available at: https://doi.org/10.13140/RG.2.2.25674.06088, 2017. a, b, c, d
Archer, M. O.: How to undertake a programme of research-based engagement with schools and evaluate it, Session at Interact 2019 Symposium, University of Central Lancashire, Preston, UK, 4 September 2019, 2019. a, b, c
Archer, M. O.: Schools of all backgrounds can do physics research – on the accessibility and equity of the Physics Research in School Environments (PRiSE) approach to independent research projects, Geosci. Commun., 4, 189–208, https://doi.org/10.5194/gc-4-189-2021, 2021. a
Archer, M. O. and DeWitt, J.: “Thanks for helping me find my enthusiasm for physics”: the lasting impacts “research in schools” projects can have on students, teachers, and schools, Geosci. Commun., 4, 169–188, https://doi.org/10.5194/gc-4-169-2021, 2021. a
Short summary
We explore how best to support school students to experience undertaking research-level physics by evaluating provision in the PRiSE framework of research in schools projects. These experiences are received by students and teachers much more positively than typical forms of outreach. The intensive support offered is deemed necessary, with all elements appearing equally important. We suggest the framework could be adopted at other institutions applied to their own areas of scientific research.
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