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A PERSONAL VIEW

SHARING SCIENCE: CHARACTERISTICS OF EFFECTIVE SCIENTIST-TEACHER INTERACTIONS

¹ Department of Biological Science, College of Natural Sciences and Mathematics, California State University, Fullerton, Fullerton, California 92834
² Departments of Chemistry and Biochemistry, College of Natural Sciences and Mathematics, California State University, Fullerton, Fullerton, California 92834

Abstract

Despite national guidelines to reform K-12 science education, our students are not learning science any better. Conducted under the auspices of the American Association for the Advancement of Science, a symposium examined several programs where professional scientists interact with classroom teachers to improve science education. Symposium participants described their projects and discussed the factors that contribute or detract from each project’s success. The events of this symposium are critically analyzed. Four themes emerged as issues that affect the successful implementation and continuation of science education reform projects: scientific literacy as a primary goal, personal characteristics and commitment of project partners, curricular change built on social and developmental goals, and the incentive/reward structures in universities and school systems. This review of the emergent themes places the opinions of the symposium participants into the larger context of a growing science education research literature to inform others about synergy between professional scientists and classroom teachers. Our aim is to help others learn about the characteristics of effective partnerships to improve science education.

Key words: inquiry; scientific literacy; reform

This article has been cited by other articles:

				S. Laursen, C. Liston, H. Thiry, and J. Graf What Good Is a Scientist in the Classroom? Participant Outcomes and Program Design Features for a Short-Duration Science Outreach Intervention in K-12 Classrooms CBE Life Sci Educ, March 1, 2007; 6(1): 49 - 64. [Abstract] [Full Text] [PDF]