所有背景的学校都可以进行物理研究：关于PRiSE方法对独立研究项目的可及性和公平性
Schools of all backgrounds can do physics research: On the accessibility and equity of the PRiSE approach to independent research projects
摘要：
社会偏见是学生接触科学和与科学互动的一个主要问题。然而，学校参与大学的科学项目，如独立的研究项目，可以尝试解决这些问题，但往往是不公平的。我们评估这些关切适用于一个这样的方案，“学校环境中的物理研究”（PRiSE），其中包括空间科学，天文学和粒子物理学项目。与其他类似的计划和英国国家统计数据的学校参与PRiSE比较，我们发现，PRiSE从事了一个更加多样化的一套学校，显着更多的弱势群体比典型的。虽然在长期计划中出现了下降，但我们没有发现存在系统性偏见的证据。大多数完成项目的学校会在该方案的多年期内返回，学校的这种反复买进再次没有典型的社会不平等现象。因此，学校在独立研究项目中取得成功的能力似乎与PRiSE框架内的背景无关。教师的质量反馈表明，他们认为方案的多样性和公平性是通过PRiSE框架提供的支持水平得到重视的，他们强调了使项目更容易获得的进一步方法。研究人员的参与，在许多其他方案中不常见，随着教师的参与和沟通被认为是成功的关键因素，在独立的研究项目整体。
英文摘要：
Societal biases are a major issue in school students' access to and interaction with science. Schools 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 of the programme, with this repeated buy-in from schools again being unpatterned by typical societal inequalities. Therefore, schools' ability to succeed at independent research projects appears independent of background within the PRiSE framework. Qualitative feedback from teachers show 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.
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