Articles | Volume 4, issue 2
https://doi.org/10.5194/gc-4-169-2021
https://doi.org/10.5194/gc-4-169-2021
Research article
 | 
08 Apr 2021
Research article |  | 08 Apr 2021

“Thanks for helping me find my enthusiasm for physics”: the lasting impacts “research in schools” projects can have on students, teachers, and schools

Martin O. Archer and Jennifer DeWitt

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

Archer, L. and DeWitt, J.: Understanding Young People's Science Aspirations, How students form ideas about `becoming a scientist', Routledge, London, UK, 2016. a
Archer, L., Osborne, J., DeWitt, J., Dillon, J., Wong, B., and Willis, B.: ASPIRES Young people's science and career aspirations age 10–14, Technical Report, King's College, London, UK, available at: https://www.kcl.ac.uk/ecs/research/aspires (last access: 30 November 2016), 2013. a, b, c, d, e
Archer, L., DeWitt, J., and Dillon, J.: 'It didn't really change my opinion': exploring what works, what doesn't and why in a school science, technology, engineering and mathematics careers intervention, Res. Sci. Tech. Educ., 32, 35–55, https://doi.org/10.1080/02635143.2013.865601, 2014. a
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, 2020a. a, b, c
Archer, L., Moote, J., MacLeod, E., Francis, B., and DeWitt, J.: ASPIRES 2: Young people’s science and career aspirations, age 10–19, Technical Report, UCL Institute of Education, London, UK, available at: https://www.ucl.ac.uk/ioe/departments-and-centres/departments/education-practice-and-society/aspires/summary-reports-and-books (last access: 28 February 2020), 2020b. a, b, c, d
Short summary
The impacts upon a diverse range of students, teachers, and schools from participating in a programme of protracted university-mentored projects based on cutting-edge physics research are assessed. The lasting impacts on confidence, skills, aspirations, and practice suggest that similar research in schools initiatives may have a role to play in aiding the increased uptake and diversity of physics/STEM in higher education as well as meaningfully enhancing the STEM environment within schools.
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