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Participants were post-16 chemistry learners at A level who experienced new practical techniques, cutting-edge lectures, and interactions with postgraduate role models. Students completed pre- and post-programme questionnaires; paired t-tests evaluated significant changes at the 2σ level. No significant differences appeared for self-concepts in Chemistry and Mathematics, while creative self-concept increased for females (1σ) and academic self-concept rose for the full cohort. Enjoyment was high, and student motivations and benefits were analysed, including subject-choice guidance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/university-school-partnerships-on-the-impact-on-students-of-summer-schools-for-school-students-aged-17-18-run-by-bristol-chemlabs/588553/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/university-school-partnerships-on-the-impact-on-students-of-summer-schools-for-school-students-aged-17-18-run-by-bristol-chemlabs/588553.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the Bristol ChemLabS summer school?","Question",{"text":112,"@type":113},"To provide chemistry students aged 17-18 with week-long practical chemistry experiences, lectures on cutting-edge science, and interaction with postgraduate chemists, then assess the programme’s impact through questionnaires.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the students’ questionnaire results analysed?",{"text":117,"@type":113},"Paired t-tests were used to identify significant changes at the 2σ level between pre- and post-summer school measures.",{"name":119,"@type":110,"acceptedAnswer":120},"What changes were observed in student self-concepts?",{"text":121,"@type":113},"No significant differences were found for self-concepts in Chemistry and Mathematics. 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Shaw, T.G. Harrison, S.J. Croker, M. Medley, L. Sellou,  \nK.L. Shallcross, S.J Williams, D.J. Grayson, D.E. Shallcross  \nAbstract: 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 2σ level. There was no significant difference observed for self-concepts in Chemistry and Mathematics. For creative self-concept there was a significant increase (1σ) 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.  \nKeywords: Attitudes to science, Bristol ChemLabS, Chemistry summer schools, School Teacher Fellow, University-School Partnerships.  \n1. Introduction  \nBristol ChemLabS is a national Centre for Excellence in Teaching and Learning in tertiary level Chemistry in the UK and is housed within the School of Chemistry at the University of Bristol. Bristol ChemLabS Outreach is a sub-project within the overall programme and involves working with primary and secondary school students in the UK to provide opportunities to carry out hands-on activities that cannot be carried out by the schools for either cost or health and safety reasons [1, 2] . The Bristol ChemLabS Outreach project is lead by an academic within the department (Outreach Director) together with a full-time School Teacher Fellow (STF) [3-5] . The STF is an experienced secondary school science teacher who works full-time with the project. Combining the experience of the STF with the facilities of a well equipped undergraduate University laboratory provides an excellent combination and has led to numerous highly successful interactions between Bristol ChemLabS and School students [e.g. 5-7] . Many organisations run summer schools for post-16 students in the UK, e.g. The Sutton Trust [8] and The Salter’s Company [9], in this paper we describe summer schools that have been delivered by Bristol ChemLabS in collaboration with Trinity College Dublin for post-16 students (16-18 year olds) . We describe the activities undertaken and assess the impact of these on the students. Throughout the summer school there is an emphasis on practical chemistry and students are introduced to new practical techniques and equipment throughout the week. Another important facet of the summer school is the interaction with postgraduate chemists and the opportunity to experience a university science department. In the 2004 report ‘Europe Needs More Scientists’ [10] Professor José Mariano Gago and his committee commented on science practical  \nReceived 7 January 2010., accepted 15 November 2010, published 31 December 2010.  \nwork, ‘Done well, practical work can both inspire and instruct pupils: done badly, it is a standard subject of complaint by uncomprehending, disaffected students….’ and ‘SET [Science, Engineering and Technology] laboratories and equipment are vital to pupils’ education in these subjects – both indirectly educa","cbCaia9Lf46kszB4","https://ap.wps.com/l/cbCaia9Lf46kszB4","pdf",165256,14,"English","# 1. Introduction\n# 2. Description of the activities of the summer school","[{\"question\":\"What was the main purpose of the Bristol ChemLabS summer school?\",\"answer\":\"To provide chemistry students aged 17-18 with week-long practical chemistry experiences, lectures on cutting-edge science, and interaction with postgraduate chemists, then assess the programme’s impact through questionnaires.\"},{\"question\":\"How were the students’ questionnaire results analysed?\",\"answer\":\"Paired t-tests were used to identify significant changes at the 2σ level between pre- and post-summer school measures.\"},{\"question\":\"What changes were observed in student self-concepts?\",\"answer\":\"No significant differences were found for self-concepts in Chemistry and Mathematics. Creative self-concept increased significantly (1σ) for females but not males, and academic self-concept increased for the whole cohort.\"}]","UNIVERSITY-SCHOOL PARTNERSHIPS - ON THE IMPACT ON STUDENTS OF SUMMER SCHOOLS - FOR SCHOOL STUDENTS AGED 17-18 RUN BY BRISTOL CHEMLABS | PDF",1792065480,35]