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Shaw, T.G. Harrison, M.I. Medley, L. Sellou,  \nK.L. Shallcross, S.J. Croker, S.J Williams, D.E. Shallcross  \nAbstract: Polymer Chemistry days run by Bristol ChemLabS at the School of Chemistry, University of Bristol for year 10 (14-15 year olds) school students are described. Pre and post questionnaires were analysed to determine the impact on attitudes to science. There was no change in attitudes to the importance of science or practical work in science, but increases were observed in attitudes to learning science in school, self-concept in science, science outside of school and future participation in science. Using a two-tailed t-test at the 2σ level of significance (95% confidence level) or higher a ‘combined interest in science’ (combining items from learning science in school, science outside of school and future participation in science) was significantly increased. Using a two-tailed t-test at the 3σ level of significance (99% confidence level) or higher self concept in science was increased. Such an increase at such a high tolerance level is noteworthy. Both males and females attitudes to science increased as a result of the polymer workshops but scores for males were consistently higher than for females. Students studying individual science subjects (triple science) and combined science at GCSE (UK) both returned very high scores for enjoyment of the day. The results of these surveys are discussed in detail in the paper.  \nKeywords: Attitudes to science, Bristol ChemLabS, polymer workshops, 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. However, part of the Bristol ChemLabS project (Outreach) 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] . A unique aspect of the Bristol ChemLabS project and one of the main reasons for its success is the employment of a School Teacher Fellow (STF) [3, 4, 5], an experienced secondary school 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, 6] . In this paper we describe some aspiration raising polymer chemistry days for 14-15 year old students (year 10 in the UK) delivered by Bristol ChemLabS and assess the impact these days have on the students. During these days students are introduced to new chemistry practical techniques and equipment, to interact with postgraduate chemists and have an opportunity to experience a university science department. They are also given a talk on university life in general to give an insight into being an undergraduate student and related talks on cutting-edge research by postgraduate researchers. In the 2004 report‘Europe Needs More Scientists’ [7] Professor José Mariano Gago and his committee commented on science practical work,‘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 in directly educating pupils about areas of science and technology and in interesting and enthusing them to study these subjects further. Also Recommendation 3 of the Rocard report [8],  \nReceived 7 January 2010, accepted 16 March 2010, published ","cbCaiqwejWU8Zgxf","https://ap.wps.com/l/cbCaiqwejWU8Zgxf","pdf",137455,"English","# Introduction\n## Objectives and activities of the Polymer Chemistry Day\n## Practical stations and experiments\n## Method of evaluating impact on attitudes\n## Results and discussion","[{\"question\":\"What is the purpose of the Polymer Chemistry Days described in the paper?\",\"answer\":\"The days let school students do hands-on practical work that is usually not possible in school and to experience science lab activities at a university. They also provide interaction with postgraduate researchers and insight into university life and research.\"},{\"question\":\"How were students' attitudes to science evaluated?\",\"answer\":\"Pre- and post-questionnaires were analyzed to determine changes in students' attitudes to science after the Polymer Chemistry Days.\"},{\"question\":\"What attitude areas showed no change, and which increased?\",\"answer\":\"Attitudes to the importance of science and practical work in science showed no change. Attitudes increased for learning science in school, science self-concept, science outside of school, and future participation in science.\"}]","UNIVERSITY-SCHOOL PARTNERSHIPS: POLYMER CHEMISTRY DAYS - Volume 3 - No. 1 - 2010 | PDF",1792065443]