"Thanks for helping me find my enthusiasm for physics!" The lasting impacts "research in schools" projects can have on students, teachers, and schools
Martin O. Archer, Jennifer DeWitt

TL;DR
This study evaluates a 6-year university-mentored research program in space science and physics, showing significant positive impacts on students' confidence, skills, aspirations, and university choices, as well as benefits for teachers and schools.
Contribution
It provides comprehensive longitudinal evidence of the lasting educational and motivational impacts of sustained research projects in schools, highlighting their potential to increase STEM engagement and diversity.
Findings
Students' confidence and skills in physics increased significantly.
Participation influenced students' university STEM degree choices.
Teachers' knowledge and pedagogy improved, benefiting wider school environments.
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…
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