Partnerships between secondary/elementary science teachers and laboratory-based scientists : delineating best practices Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/mp48sh56f

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  • Given the high probability of national and federal research laboratories continuing to sponsor science education partnerships between their staff and classroom science teachers and the dearth of research in this area, this study set out to delineate best practices associated with such partnerships for the purpose of increasing the effectiveness of future partnerships. This investigation critically examined two science education partnerships at selected federal research laboratories over the course of summer workshops and the subsequent academic year. Sources of data included interviews, workshop observations, electronic mail communication, written program evaluations, and casual conversation. A unique feature of this research was the inclusion of all representative groups including program administrators, laboratory scientists, and the participating classroom teachers. By capturing the perspectives of all participant groups, this research was able to present a complete portrayal of science education partnerships at two national research laboratories. The longitudinal nature of this investigation allowed for all components of each program (e.g. planning, organization, implementation, evaluation, and follow-up) to be included in the research. The determination of best practices in science education partnerships provided the framework for this research which clearly showed the underlying importance of the need for all participants to understand the goals and what is expected of them before the program gets underway. To be achievable, individual and programmatic expectations must be in alignment with the overall goals of a program. To be attainable, the goals must be understood by all and provide a framework for the expectations. Without a clear and shared vision of a programs direction, goals and expectations are not likely to be fulfilled. The common thread for each of these components is communication and its importance during all stages of a program cannot be overstated. Additional findings suggest a variety of areas that should be considered important in science education partnerships. Insight into effective classroom transfer, the role of lead teachers, the role of scientists and science content, and program evaluation was developed as a result of this study.
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  • File scanned at 300 ppi (Monochrome) using Capture Perfect 3.0.82 on a Canon DR-9080C in PDF format. CVista PdfCompressor 4.0 was used for pdf compression and textual OCR.
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