Putting science into context

Abstract

In a scheme based on the Imperial College of Science and Technology, London University, undergraduates help teach science, mathematics and engineering in local schools. Over the last four years, replies to questionnaires from 2919 pupils and 272 student tutors, and 128 teacher‐responses, suggest that the principal benefits of the tutoring scheme are: The paper gives a qualitative description of the reaction of participants to the scheme.