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

2020 ◽  
Author(s):  
Martin O. Archer ◽  
Jennifer DeWitt ◽  
Charlotte Thorley
Keyword(s):  
Particle Physics ◽  
Cutting Edge ◽  
Theory Of Change ◽  
Independent Research ◽  
School Environments ◽  
School Students ◽  
Diverse Range ◽  
Positive Experiences ◽  
Extended Interaction ◽  
Made In

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.

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

2021 ◽  
Vol 4 (2) ◽  
pp. 147-168 ◽  
Author(s):  
Martin O. Archer ◽  
Jennifer DeWitt ◽  
Charlotte Thorley ◽  
Olivia Keenan
Keyword(s):  
External Input ◽  
Cutting Edge ◽  
University Research ◽  
Independent Research ◽  
School Environments ◽  
University Outreach ◽  
Research Level ◽  
Positive Experiences ◽  
Extended Interaction ◽  
Additional Feedback

Abstract. Physics in schools is distinctly different from, and struggles to capture the excitement of, university research-level work. Initiatives where students engage in independent research linked to cutting-edge physics within their school over several months might help mitigate this, potentially facilitating the uptake of science in higher education. However, how such initiatives are best supported remains unclear and understudied. This paper evaluates a provision framework, Physics Research in School Environments (PRiSE), using survey data from participating 14–18-year-old students and their teachers to understand their experience of the programme. The results show that PRiSE appears to provide much more positive experiences than typical university outreach initiatives due to the nature of the opportunities afforded over several months, which schools would not be able to provide without external input. The intensive support offered is deemed necessary, with all elements appearing equally important. Based on additional feedback from independent researchers and engagement professionals, we also suggest the framework could be adopted at other institutions and applied to their own areas of scientific research, something which has already started to occur.

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

2021 ◽  
Vol 4 (2) ◽  
pp. 169-188
Author(s):  
Martin O. Archer ◽  
Jennifer DeWitt
Keyword(s):  
Higher Education ◽  
Particle Physics ◽  
University Education ◽  
Research Projects ◽  
School Environments ◽  
School Students ◽  
Diverse Range ◽  
Evaluation Data ◽  
Education Data

Abstract. Using 6 years of evaluation data, we assess the medium- and long-term impacts upon a diverse range of students, teachers, and schools from participating in a programme of protracted university-mentored projects based on cutting-edge space science, astronomy, and particle physics research. After having completed their 6-month-long projects, the 14–18-year-old school students report having substantially increased in confidence relating to relevant scientific topics and methods as well as having developed numerous skills, outcomes which are corroborated by teachers. There is evidence that the projects helped increase students' aspirations towards physics, whereas science aspirations (generally high to begin with) were typically maintained or confirmed through their involvement. Longitudinal evaluation 3 years later has revealed that these projects have been lasting experiences for students which they have benefited from and drawn upon in their subsequent university education. Data on students' destinations suggest that their involvement in research projects has made them more likely to undertake physics and STEM degrees than would otherwise be expected. Cases of co-created novel physics research resulting from Physics Research in School Environments (PRiSE) has also seemed to have a powerful effect, not only on the student co-authors, but also participating students from other schools. Teachers have also been positively affected through participating, with the programme having influenced their own knowledge, skills, and pedagogy, as well as having advantageous effects felt across their wider schools. These impacts suggest that similar “research in schools” initiatives may have a role to play in aiding the increased uptake and diversity of physics and/or STEM in higher education as well as meaningfully enhancing the STEM environment within schools.

scholarly journals School students from all backgrounds can do physics research: On the accessibility and equity of the PRiSE approach to independent research projects

2020 ◽  
Author(s):  
Martin O. Archer
Keyword(s):  
Particle Physics ◽  
Teacher Engagement ◽  
Research Projects ◽  
Independent Research ◽  
School Environments ◽  
School Students ◽  
Disadvantaged Groups ◽  
National Statistics ◽  
Qualitative Feedback ◽  
Systematic Biases

Abstract. Societal biases are a major issue in school students' access to and interaction with science. Schools engagement programmes in science from universities, like independent research projects, which could try and tackle these problems are, however, often inequitable. We evaluate these concerns applied to one such programme, Physics Research in School Environments (PRiSE), which features projects in space science, astronomy, and particle physics. Comparing the schools involved with PRiSE to those of other similar schemes and UK national statistics, we find that PRiSE has engaged a much more diverse set of school students and significantly more disadvantaged groups than is typical. While drop-off occurs within the protracted programme, we find no evidence of systematic biases present. The majority of schools that complete projects return for multiple years of the programme, with this repeated buy-in from schools again being unpatterned by typical societal inequalities. Therefore, school students' ability to succeed at independent research projects appears independent of background within the PRiSE framework. Qualitative feedback from teachers show that the diversity and equity of the programme, which they attribute to the level of support offered through PRiSE, is valued and they have highlighted further ways of making the projects potentially even more accessible. Researcher-involvement, uncommon in many other programmes, along with teacher engagement and communication are found to be key elements to success in independent research projects overall.

scholarly journals 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

2021 ◽  
Vol 4 (2) ◽  
pp. 189-208 ◽  
Author(s):  
Martin O. Archer
Keyword(s):  
School Engagement ◽  
Particle Physics ◽  
Teacher Engagement ◽  
Research Projects ◽  
Independent Research ◽  
School Environments ◽  
School Students ◽  
Qualitative Feedback ◽  
Science School ◽  
Systematic Biases

Abstract. Societal biases are a major issue in school students' access to and interaction with science. School engagement programmes in science from universities, like independent research projects, which could try and tackle these problems are, however, often inequitable. We evaluate these concerns applied to one such programme, Physics Research in School Environments (PRiSE), which features projects in space science, astronomy, and particle physics. Comparing the schools involved with PRiSE to those of other similar schemes and UK national statistics, we find that PRiSE has engaged a much more diverse set of schools with significantly more disadvantaged groups than is typical. While drop-off occurs within the protracted programme, we find no evidence of systematic biases present. The majority of schools that complete projects return for multiple years with the programme, with this repeated buy-in from schools again being unpatterned by typical societal inequalities. Therefore, a school's ability to succeed in independent research projects appears independent of background within the PRiSE framework. Qualitative feedback from teachers shows that the diversity and equity of the programme, which they attribute to the level of support offered through PRiSE's framework, is valued, and they have highlighted further ways of making the projects potentially even more accessible. Researcher involvement, uncommon in many other programmes, along with teacher engagement and communication are found to be key elements to success in independent research projects overall.

scholarly journals <i>Thanks for helping me find my enthusiasm for physics!</i> The lasting impacts research in schools projects can have on students, teachers, and schools

2020 ◽  
Author(s):  
Martin O. Archer ◽  
Jennifer DeWitt
Keyword(s):  
Higher Education ◽  
Particle Physics ◽  
Space Science ◽  
University Education ◽  
Research Projects ◽  
School Students ◽  
Diverse Range ◽  
Evaluation Data ◽  
Education Data

Abstract. Using 6 years of evaluation data we assess the medium- and long-term impacts upon a diverse range of students, teachers, and schools from participating in a programme of protracted university-mentored projects based in cutting-edge space science, astronomy, and particle physics research. After having completed their 6-month-long projects, the 14–18 year-old school students report having substantially increased in confidence relating to relevant scientific topics and methods as well as having developed numerous skills, outcomes which are corroborated by teachers. There is evidence that the projects helped increase students' aspirations towards physics, whereas science aspirations (generally high to begin with) were typically maintained or confirmed through their involvement. Longitudinal evaluation 3 years later has revealed that these projects have been lasting experiences for students which they have benefited and drawn upon in their subsequent university education. Data on students' destinations suggests that their involvement in research projects has made them more likely to undertake physics and STEM degrees than would otherwise be expected. Cases of co-created novel physics research resulting from PRiSE also has seemed to have a powerful effect, not only on the student co-authors but participating students from other schools also. Teachers have also been positively affected through participating, with the programme having influenced their own knowledge, skills, and pedagogy, as well as having advantageous effects felt across their wider schools. These impacts suggest that similar research in schools initiatives may have a role to play in aiding the increased uptake and diversity of physics and/or STEM in higher education as well as meaningfully enhancing the STEM environment within schools.

scholarly journals PENGEMBANGAN ALAT UKUR BATAS KAPASITAS TAS SEKOLAH ANAK BERBASIS MIKROKONTROLER

2020 ◽  
Vol 1 (1) ◽  
pp. 14-22
Author(s):  
Novia Utamu Putri ◽  
Putri Oktarin ◽  
Risky Setiawan
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Children ◽  
Input Voltage ◽  
Wearable Device ◽  
School Students ◽  
Ac Current ◽  
Safe Limit ◽  
Dc Current ◽  
Made In

Backpacks are often used by school children as a container or a place to carry their school materials and equipment, so these types of backpacks are very popular with school children. The large number of students wearing backpacks to school can be proven from the results of a survey conducted at SD N Bumisari, Natar District, South Lampung. Of the total number of subjects, 456 elementary school students carried 404 students (88.6%), and 52 students (11.4%) carried sling bags. But they rarely pay attention to the weight of the burden on the bag he carries everyday which turns out to cause injury to back pain.The tool is made in the form of a wearable device where the tool is in the form of a backpack that can be carried anywhere without having to require AC current as input voltage to the tool, because the power uses DC current with a voltage of 5V, the device is made using a microcontroller supported by a 10 kg loadcell sensor, modules HX711, keypad, plus an indicator component in the form of a buzzer. If the bag load exceeds the safe limit, the buzzer indicator will sound.

scholarly journals 9 Degrees North: The ABCs of North Ghana

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Nicole Dalmer
Keyword(s):  
Red Deer ◽  
Public Libraries ◽  
Farm Animals ◽  
Northern Ghana ◽  
School Students ◽  
University Of Alberta ◽  
Northern Regions ◽  
The University ◽  
Made In

Tools for Schools Africa Foundation. 9 Degrees North: The ABCs of North Ghana. Red Deer, Alberta: Tools for Schools Africa Foundation, 2011. Print. Since 2003, Tools for Schools Africa Foundation has been working to increase educational opportunities in northern Ghana. A registered charity based out of Red Deer, Alberta, they have been working to advance the quality of life of those living in the northern regions of Ghana by improving access to post-primary education. One of their recent projects includes the publication of an ABC book for primary school students. 9 Degrees North: The ABCs of North Ghana is an amazing piece of beautiful artistry; each letter colourfully depicting animals, activities, plants, traditions, history and other aspects of Ghanaian life. Each of the 26 letters is illustrated by a different artist, allowing readers to be introduced to a variety of artistic mediums, including oils, pastels, watercolours and pencil. The artistry from letter to letter is unique, featuring different uses of colour and technique, yet each image is consistently impressive. The accessible and well-written sentences that accompany each illustration introduce readers to Bolga baskets (grass baskets made in Bolgatanga), Kapok trees (used by people and farm animals for its shade), Oware (the national game of Ghana), and the Black Volta River (full of crocodiles) amongst many other interesting facts and features about this country. In addition to the few sentences used to explain the illustrations associated with each of the 26 letters, there is a detailed appendix with additional facts about the object or focus of each letter which could serve as a useful teaching tool for using this book in the classroom. The appendix also includes several additional photographs and paintings of Ghana. 9 Degrees North: The ABCs of North Ghana is highly recommended for elementary school libraries as well as public libraries. With its varied and vibrant illustrations, and with proceeds from the sale of this book supporting scholarships for girls in northern Ghana, this will also make an excellent addition to any reader’s collection. Highly recommended: 4 out of 4 stars Reviewer: Nicole Dalmer Nicole Dalmer is a Public Services Librarian at H.T. Coutts Education & Physical Education Library at the University of Alberta. She is interested in health literacy, pinball, and finding the perfect cup of coffee to accompany a good read.

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