[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588539-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588539-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","what-value-has-chemistry-outreach-by-a-university-department-to-secondary-schools-teacher-perceptions-of-bristol-chemlabs-outreach-events-volume-3-issue-3","WHAT VALUE HAS CHEMISTRY OUTREACH BY A UNIVERSITY DEPARTMENT TO SECONDARY SCHOOLS? - Teacher Perceptions of Bristol ChemLabS Outreach Events - Volume 3 - Issue 3","","This paper investigates teacher objectives in a university outreach programme, focusing on perceived short-term and long-term effects of student engagement. Responses from twelve teachers indicate that most reported long-term outcomes, including increased numbers choosing science at pre-university level, while a smaller group viewed effects as difficult to assess or absent. All teachers reported enhanced student interest and willingness to keep participating, with further findings discussed in context. The study also reviews how motives and decision factors shape outreach involvement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/what-value-has-chemistry-outreach-by-a-university-department-to-secondary-schools-teacher-perceptions-of-bristol-chemlabs-outreach-events-volume-3-issue-3/588539/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/what-value-has-chemistry-outreach-by-a-university-department-to-secondary-schools-teacher-perceptions-of-bristol-chemlabs-outreach-events-volume-3-issue-3/588539.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What long-term effects of science outreach did most teachers perceive?","Question",{"text":63,"@type":64},"Seven of twelve teachers believed outreach had long-term effects, including more students taking science at pre-university level.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did teachers describe the benefits of outreach activities?",{"text":68,"@type":64},"All teachers believed the activities enhanced students’ interest and they would continue to participate.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors influence teachers’ decisions to take part in outreach?",{"text":72,"@type":64},"Teachers’ decision-making was described through three factors: instrumentality, congruence, and cost.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588539,1792928157,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Volume 3, Number 3, 2010  \nWHAT VALUE HAS CHEMISTRY OUTREACH BY A UNIVERSITY DEPARTMENT TO SECONDARY SCHOOLS?  \nTEACHER PERCEPTIONS OF BRISTOL CHEMLABS  \nOUTREACH EVENTS  \nA. J. Shaw, T. G. Harrison, D.E. Shallcross  \nAbstract: This paper explores teachers’ objectives when engaging their students in University outreach programme. Their perceptions of the short-term and long-term effects of outreach engagement on their students are explored. Seven out of twelve teachers interviewed (all from state schools) believed there were long term effects such as a rise in students taking science at preuniversity level. Three out of twelve believed it was too difficult to tell and two believed there were no effects (both from independent schools) . However, all teachers believed the activities enhanced interest and would continue to participate. Further exploration of these general findings is presented.  \nKey words: Teachers, Bristol ChemLabS, attitudes, outreach, university-school partnerships  \n1. Introduction  \nTeachers play an integral part in the success of science outreach events. They are one of the key decision makers in deciding whether or not to engage their students with such activities. Without ateachers’ initial interest and support, students’ may not have a chance to participate.  \nPractical science is an important part of the science curriculum for a number of reasons, Wellington [1] suggests that the reasons offered can be grouped into three broad categories: knowledge and understanding (cognitive arguments), skills and processes, and attitudes (skills arguments), enjoyment and motivation (affective arguments) . Cognitive arguments are based around the idea that practical work helps to improve students’ theoretical and conceptual understanding by illustrating the work they are learning about. Skills arguments suggest that practical work develops skills that are transferable. Affective arguments suggest that practical work is exciting, and can stimulate interest and motivation for a subject. Due to regular changes and additions to the national curriculum [2] and a seemingly ever increasing focus on examination results, it is often difficult for science teachers to allow time for as much practical work as they would like. Engaging students in science outreach activities may be a useful way for teachers to integrate more practical work into their students’ science education. Practical science in school is essential but it is arguable that this should be supplemented with an authentic experience of what practical science in a laboratory is like in a real world context [3] . Awareness or a desire for an authentic experience for their students may be important for teachers’interest in students taking part in science outreach, where they can often experience a real laboratory and work with real scientists.  \nMuch of the evaluation that has been conducted into science outreach programmes often focuses on student feedback. This is important, but the feedback from teachers may provide further insight than given by students, particularly if the effects are something the students themselves may not explicitly consider, such as their own motivation and confidence. When schools take part in outreach activities the teachers’ evaluation of the activity and its effects on their students is extremely important. The teacher has detailed knowledge of their own students prior to any engagement and will also spend a  \nReceived 7 April 2010, accepted15 August 2010, published 30 Septembrie 2010  \nlarge amount of time with them after their engagement, and so is best placed to see any consequences of taking part in science outreach. Teachers are best placed to be able to make a comparison before and after the event, on aspects of attitude, understanding and attainment.  \nTeachers’ Motives in Outreach Engagement  \nThere have been a small number of studies into assessment of teachers’motives for involving students in science outreach activities. Lueh","cbCaich2RVPSkaAY","https://ap.wps.com/l/cbCaich2RVPSkaAY","pdf",79560,"English","# Introduction\n# Teachers’ Motives in Outreach Engagement\n# Teachers’ Evaluation of Outreach","[{\"question\":\"What long-term effects of science outreach did most teachers perceive?\",\"answer\":\"Seven of twelve teachers believed outreach had long-term effects, including more students taking science at pre-university level.\"},{\"question\":\"How did teachers describe the benefits of outreach activities?\",\"answer\":\"All teachers believed the activities enhanced students’ interest and they would continue to participate.\"},{\"question\":\"What factors influence teachers’ decisions to take part in outreach?\",\"answer\":\"Teachers’ decision-making was described through three factors: instrumentality, congruence, and cost.\"}]","WHAT VALUE HAS CHEMISTRY OUTREACH BY A UNIVERSITY DEPARTMENT TO SECONDARY SCHOOLS? - Teacher Perceptions of Bristol ChemLabS Outreach Events - Volume 3 - Issue 3 | PDF",1792065448,25]