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

TL;DR

This study evaluates the PRiSE programme, showing that extended, supported student research in physics enhances engagement and offers unique educational experiences compared to typical outreach.

Contribution

It introduces a comprehensive framework for supporting extended physics research in schools and demonstrates its positive impact through survey data.

Findings

PRiSE provides more positive experiences than typical outreach.

Extended support and opportunities are crucial for success.

The framework is adaptable to other scientific research areas.

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.