Journal cover Journal topic
Geoscience Communication An interactive open-access journal of the European Geosciences Union
Journal topic
Preprints
https://doi.org/10.5194/gc-2020-35
© Author(s) 2020. This work is distributed under
the Creative Commons Attribution 4.0 License.
https://doi.org/10.5194/gc-2020-35
© Author(s) 2020. This work is distributed under
the Creative Commons Attribution 4.0 License.

  31 Jul 2020

31 Jul 2020

Review status
This preprint is currently under review for the journal GC.

Transforming school students' aspirations into destinations through extended interaction with cutting-edge research: Physics Research in School Environments

Martin O. Archer1, Jennifer DeWitt2,3, and Charlotte Thorley4 Martin O. Archer et al.
  • 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.

Martin O. Archer et al.

Interactive discussion

Status: open (extended)
Status: open (extended)
AC: Author comment | RC: Referee comment | SC: Short comment | EC: Editor comment
[Subscribe to comment alert] Printer-friendly Version - Printer-friendly version Supplement - Supplement

Martin O. Archer et al.

Martin O. Archer et al.

Viewed

Total article views: 164 (including HTML, PDF, and XML)
HTML PDF XML Total BibTeX EndNote
122 38 4 164 1 1
  • HTML: 122
  • PDF: 38
  • XML: 4
  • Total: 164
  • BibTeX: 1
  • EndNote: 1
Views and downloads (calculated since 31 Jul 2020)
Cumulative views and downloads (calculated since 31 Jul 2020)

Viewed (geographical distribution)

Total article views: 150 (including HTML, PDF, and XML) Thereof 149 with geography defined and 1 with unknown origin.
Country # Views %
  • 1
1
 
 
 
 

Cited

Saved

No saved metrics found.

Discussed

No discussed metrics found.
Latest update: 23 Oct 2020
Publications Copernicus
Download
Short summary
A scalable framework for protracted research-based engagement with schools which has transformed cutting-edge space science, astronomy, and particle physics into accessible 6-month independent research projects for schools. We explore the considerations made in developing it, detailing the structure, mentoring, and resources offered by active researchers. Evaluation shows this model supports students and teachers to have positive experiences with research, which has been regarded by researchers.
A scalable framework for protracted research-based engagement with schools which has transformed...
Citation
Altmetrics