Abstract
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.
Highlights
Independent research projects provide extended opportunities for school students to lead and tackle open-ended scientific investigations, with so-called “research in schools” programmes, which have been emerging in recent years, being a subset of these linked to current academic (STEM) research
It has been realised recently that, in general, more extended programmes of STEM interventions with young people are required to be effective in having lasting impact upon them compared to typical “one-off” approaches
The evaluation of Physics Research in School Environments (PRiSE)’s pilot, which ran from 2014 to 2016 and involved six schools, suggested that students’ awareness of current scientific research, understanding of the scientific method, and skills were enhanced by the programme and that teachers benefited through reconnecting with their subject at an academic level, being challenged, and being supported in their professional development
Summary
Independent research projects provide extended opportunities for school students to lead and tackle open-ended scientific investigations, with so-called “research in schools” programmes, which have been emerging in recent years, being a subset of these linked to current academic (STEM) research Bennett et al (2016, 2018) note that with little detail on the assessment criteria for independent research projects being reported, further work is required to improve the quality of evidence and to more fully explore the potential long-term benefits of teachers’ and students’ ( those from underrepresented groups) involvement in independent research projects. The evaluation of PRiSE’s pilot, which ran from 2014 to 2016 and involved six schools, suggested that students’ awareness of current scientific research, understanding of the scientific method, and skills were enhanced by the programme and that teachers benefited through reconnecting with their subject at an academic level, being challenged, and being supported in their professional development This paper expands the evaluation of PRiSE’s potential impacts
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