Imperial College London
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DrMartinArcher

Faculty of Natural Sciences, Department of Physics

Stephen Hawking Fellow (Advanced Research Fellow)
 
 
 
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Contact

 

+44 (0)20 7594 7661m.archer10 Website

 
 
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Location

 

6M58Huxley BuildingSouth Kensington Campus

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Summary

 

Publications

Citation

BibTex format

@article{Archer:2021:10.5194/gc-4-189-2021,
author = {Archer, MO},
doi = {10.5194/gc-4-189-2021},
journal = {Geoscience Communication},
pages = {189--208},
title = {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},
url = {http://dx.doi.org/10.5194/gc-4-189-2021},
volume = {4},
year = {2021}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - 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.
AU  - Archer,MO
DO  - 10.5194/gc-4-189-2021
EP  - 208
PY  - 2021///
SN  - 2569-7110
SP  - 189
TI  - 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
T2  - Geoscience Communication
UR  - http://dx.doi.org/10.5194/gc-4-189-2021
UR  - https://gc.copernicus.org/articles/4/189/2021/
UR  - http://hdl.handle.net/10044/1/87973
VL  - 4
ER  -
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