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

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.