通过PRiSE的“学校研究”计划，评估参与者与前沿物理研究的广泛互动经验
Evaluating participants' experience of extended interaction with cutting-edge physics research through the PRiSE 'research in schools' programme
摘要：
物理学在学校是明显不同的，并努力捕捉的兴奋，大学的研究水平的工作。学生在学校内从事与尖端物理学相关的独立研究数月的举措可能有助于缓解这种情况，可能有助于促进高等教育中的科学吸收。然而，如何最好地支持这些举措仍不清楚，也未得到充分研究。本文评估了一个提供框架，“学校环境中的物理研究”（PRiSE），使用调查数据，从参与的14-18岁的学生和他们的老师，以了解他们的经验的方案。结果表明，PRiSE似乎比典型的大学外联举措提供了更多的积极经验，由于几个月来提供的机会的性质，学校将无法提供没有外部投入。所提供的大力支持被认为是必要的，所有要素似乎都同样重要。根据独立研究人员和参与专业人员的额外反馈，我们还建议其他机构可以采用该框架，并将其应用于自己的科学研究领域，这已经开始发生。
英文摘要：
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.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
