31 Jul 2020
31 Jul 2020
Transforming school students' aspirations into destinations through extended interaction with cutting-edge research: Physics Research in School Environments
- 1School of Physics and Astronomy, Queen Mary University of London, London, UK
- 2Institute of Education, University College London, London, UK
- 3Independent Research and Evaluation Consultant, UK
- 4Public Engagement and Involvement Consultant, UK
- 1School of Physics and Astronomy, Queen Mary University of London, London, UK
- 2Institute of Education, University College London, London, UK
- 3Independent Research and Evaluation Consultant, UK
- 4Public Engagement and Involvement Consultant, UK
Abstract. We introduce a scalable framework for protracted research-based engagement with schools called Physics Research in School Environments
(PRiSE) which has transformed cutting-edge space science, astronomy, and particle physics into accessible 6-month independent research projects for schools. The programme's theory of change presents how PRiSE aims to impact on a diverse range of 14–18 year-old students, supporting and enhancing their physics aspirations, as well as influencing teachers' practice and their school environments to potentially enable wider impacts. We explore the considerations made in developing the programme to help enact these theorised changes, in particular detailing the structure, support, and resources offered by active researchers as part of PRiSE. Through feedback from participating students and teachers, we assess the provision within this framework. This illustrates that the model appears to provide highly positive experiences that are otherwise not accessible to schools and that the extraordinary level of support offered is deemed necessary with all elements appearing equally important. Researchers and public engagement professionals seem receptive to the PRiSE framework of schools engagement and it has started to spread to other institutions.
Physics Research in School Environments, Geosci. Commun. Discuss. [preprint], https://doi.org/10.5194/gc-2020-35, in review, 2020.
Martin O. Archer et al.
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RC1: 'Comment about a formation plan for teachers for PRiSE', Anonymous Referee #1, 25 Aug 2020
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AC1: 'Teacher development strategy in PRiSE', Martin Archer, 07 Sep 2020
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RC2: 'referee 1', Anonymous Referee #1, 08 Sep 2020
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AC2: 'Thank you', Martin Archer, 02 Dec 2020
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AC2: 'Thank you', Martin Archer, 02 Dec 2020
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RC2: 'referee 1', Anonymous Referee #1, 08 Sep 2020
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AC1: 'Teacher development strategy in PRiSE', Martin Archer, 07 Sep 2020
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RC3: 'General comments regarding the PRISE article', Anonymous Referee #2, 17 Nov 2020
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AC3: 'Reply to RC3', Martin Archer, 02 Dec 2020
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AC3: 'Reply to RC3', Martin Archer, 02 Dec 2020
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RC4: 'Reviewer comment', Anonymous Referee #3, 18 Nov 2020
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AC4: 'Reply to RC4', Martin Archer, 02 Dec 2020
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AC4: 'Reply to RC4', Martin Archer, 02 Dec 2020
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RC5: 'Review: “Transforming school students’ aspirations into destinations through extended interaction with cutting-edge research: “Physics Research in School Environments””', Anonymous Referee #4, 19 Nov 2020
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AC5: 'Reply to RC5', Martin Archer, 15 Dec 2020
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AC5: 'Reply to RC5', Martin Archer, 15 Dec 2020
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AC6: 'Comment on gc-2020-35', Martin Archer, 06 Jan 2021
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EC1: 'Reply to AC6', John K. Hillier, 08 Jan 2021
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EC1: 'Reply to AC6', John K. Hillier, 08 Jan 2021
Martin O. Archer et al.
Martin O. Archer et al.
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