Geoscience Communication
Geoscience Communication
GC
Articles | Volume 4, issue 2
Articles | Volume 4, issue 2
https://doi.org/10.5194/gc-4-189-2021
© Author(s) 2021. This work is distributed under
the Creative Commons Attribution 4.0 License.
https://doi.org/10.5194/gc-4-189-2021
© Author(s) 2021. This work is distributed under
the Creative Commons Attribution 4.0 License.
Articles | Volume 4, issue 2
Research article
 | 
08 Apr 2021
Research article |  | 08 Apr 2021

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

Martin O. Archer

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Cited articles

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, https://doi.org/10.13140/RG.2.2.25674.06088, 2017. 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
Archer, M. O., DeWitt, J., Thorley, C., and Keenan, O.: Evaluating participants' experience of extended interaction with cutting-edge physics research through the PRiSE “research in schools” programme, Geosci. Commun., 4, 147–168, https://doi.org/10.5194/gc-4-147-2021, 2021. a, b, c, d, e
Bennett, J., Dunlop, L., Knox, K. J., Reiss, M. J., and Torrance Jenkins, R.: A Rapid Evidence Review of Practical Independent Research Projects in Science, Tech. rep., Wellcome Trust, London, 2016. a, b, c, d
Bennett, J., Dunlop, L., Know, K. J., Reiss, M. J., and Torrance Jenkins, R.: Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students, Int. J. Sci. Educ., 40, 1755–1773, https://doi.org/10.1080/09500693.2018.1511936, 2018. a, b, c, d
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An evaluation of the accessibility and equity of a programme of independent research projects shows that, with the right support from both teachers and active researchers, schools' ability to succeed at undertaking cutting-edge research appears independent of typical societal inequalities.
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