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 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 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 “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 Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students

2018 ◽  
Vol 40 (14) ◽  
pp. 1755-1773 ◽  
Author(s):  
Judith Bennett ◽  
Lynda Dunlop ◽  
Kerry J. Knox ◽  
Michael J. Reiss ◽  
Rebecca Torrance Jenkins
Keyword(s):  
High School ◽  
High School Students ◽  
Research Projects ◽  
Independent Research ◽  
School Students ◽  
Evidence Of Impact

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 Polish Rural Designing System Used for the Implementation of the Ideas of Green Deal and Sustainability—Comparison of Landscape and Agricultural Areas Planning, on the Example of Strzelce Wielkie and Kamionka Wielka

2021 ◽  
Vol 13 (2) ◽  
pp. 886
Author(s):  
Przemysław Baster ◽  
Urszula Litwin
Keyword(s):  
Spatial Planning ◽  
Development Project ◽  
Rural Landscape ◽  
Research Projects ◽  
Independent Research ◽  
Local Authorities ◽  
Green Areas ◽  
Project Documentation ◽  
Final Design ◽  
Agricultural Areas

Issues related to the system of protection and planning of rural landscape undoubtedly differ from the topics concerning the transformation of agricultural areas and their proper management. These are separate specialties, studied by researchers representing different disciplines, although they often relate to the same village and they are aimed to implement the ideas of the Green Deal and sustainability. The experience from independent research projects in Kamionka Wielka (agricultural areas), and Strzelce Wielkie (landscape of rural and green areas) confirm the variety of individual issues and topics discussed. Nevertheless, the comparison of these projects also points to similar methods of analysis and planning applying a Polish four-stage landscape designing system: ‘resources—valorization—guidelines—design’. The research results indicate that this system, almost identical to the European ones, can be also useful for planning agricultural areas. In practice, this will allow local authorities to realize the idea of the Green Deal—draw up a more perfect development project for the whole village and simultaneously standardize project documentation. Designers and scientists will achieve better cooperation and fitting spatial planning solutions; this way, interdisciplinary activities and final design will implement the ideas of sustainability and Green Deal.

Fostering Positive Youth Development through Work-Based Learning: The Cristo Rey Model

2014 ◽  
Vol 116 (13) ◽  
pp. 232-252
Author(s):  
Janine Bempechat ◽  
Maureen E. Kenny ◽  
David L. Blustein ◽  
Joanne R. Seltzer
Keyword(s):  
High School Students ◽  
Youth Development ◽  
Low Income ◽  
School Engagement ◽  
Academic Motivation ◽  
School Students ◽  
Study Program ◽  
Adult Role ◽  
Cristo Rey

This chapter presents findings of a three-year longitudinal study of academic motivation and school engagement among low-income high school students enrolled in a corporate work–study program. Our findings demonstrate ways in which the workplace functioned for students as a conduit of emotional resources, offering instrumental support from caring and competent adults, knowledge about the connection between work and school, and an opportunity to occupy the essential adult role of worker.

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