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UNIVERSITY-SCHOOL PARTNERSHIPS: ON THE IMPACT ON STUDENTS OF SUMMER SCHOOLS (FOR SCHOOL STUDENTS AGED 17-18) RUN BY BRISTOL CHEMLABS.

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Title: UNIVERSITY-SCHOOL PARTNERSHIPS: ON THE IMPACT ON STUDENTS OF SUMMER SCHOOLS (FOR SCHOOL STUDENTS AGED 17-18) RUN BY BRISTOL CHEMLABS.
Authors: Shaw, A. J., Harrison, T. G., Croker, S. J., Medley, M., Sellou, L., Shallcross, K. L., Williams, S. J., Grayson, D. J., Shallcross, D. E.
Source: Acta Didactica Napocensia. Dec2010, Vol. 3 Issue 4, p35-48. 14p. 9 Charts.
Subject Terms: *Chemistry education in universities & colleges, *Summer schools, *University cooperation, *Education, *Curriculum
Geographic Terms: Bristol (England), England
Company/Entity: University of Bristol
Abstract: Chemistry summer schools for 17-18 year old school students in the UK were run by Bristol ChemLabS, a Centre for Excellence in Teaching and Learning in Chemistry at the University of Bristol. Students attending were all studying Chemistry at post-16 level (A level in the UK) and experienced not only new practical techniques but also lectures on cutting-edge science as well as interacting with postgraduate role models. The students completed pre and post summer school questionnaires to ascertain the impact of the summer school on them. Paired t-tests were used to ascertain significant changes at the 2s level. There was no significant difference observed for self-concepts in Chemistry and Mathematics. For creative self-concept there was a significant increase (1s) for females but not males and a significant increase in academic selfconcept for the whole cohort. There was a high level of enjoyment of the summer school. There were a range of reasons for students attending the summer school and the benefits they produced and these are discussed. Interestingly, one of the main reasons for attending was to help students make choices of subject to study at University; however, the summer school opened the students' eyes to more possibilities rather than narrow the choices open to them. [ABSTRACT FROM AUTHOR]
Copyright of Acta Didactica Napocensia is the property of Acta Didactica Napocensia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: UNIVERSITY-SCHOOL PARTNERSHIPS: ON THE IMPACT ON STUDENTS OF SUMMER SCHOOLS (FOR SCHOOL STUDENTS AGED 17-18) RUN BY BRISTOL CHEMLABS.
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  Data: <searchLink fieldCode="JN" term="%22Acta+Didactica+Napocensia%22">Acta Didactica Napocensia</searchLink>. Dec2010, Vol. 3 Issue 4, p35-48. 14p. 9 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Chemistry+education+in+universities+%26+colleges%22">Chemistry education in universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Summer+schools%22">Summer schools</searchLink><br />*<searchLink fieldCode="DE" term="%22University+cooperation%22">University cooperation</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink>
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  Data: Chemistry summer schools for 17-18 year old school students in the UK were run by Bristol ChemLabS, a Centre for Excellence in Teaching and Learning in Chemistry at the University of Bristol. Students attending were all studying Chemistry at post-16 level (A level in the UK) and experienced not only new practical techniques but also lectures on cutting-edge science as well as interacting with postgraduate role models. The students completed pre and post summer school questionnaires to ascertain the impact of the summer school on them. Paired t-tests were used to ascertain significant changes at the 2s level. There was no significant difference observed for self-concepts in Chemistry and Mathematics. For creative self-concept there was a significant increase (1s) for females but not males and a significant increase in academic selfconcept for the whole cohort. There was a high level of enjoyment of the summer school. There were a range of reasons for students attending the summer school and the benefits they produced and these are discussed. Interestingly, one of the main reasons for attending was to help students make choices of subject to study at University; however, the summer school opened the students' eyes to more possibilities rather than narrow the choices open to them. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Acta Didactica Napocensia is the property of Acta Didactica Napocensia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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