Sharing science: Characteristics of effective scientist-teacher interactions
Sharing science: Characteristics of effective scientist-teacher interactions
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DOI：
10.1152/advan.00045.2002a
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发表时间：
2002-09-01
影响因子：
2.1
通讯作者：
Gonzalez, BL
中科院分区：
文献类型：
--
作者：
Pelaez, NJ;Gonzalez, BL
尽管国家制定了改革K-12科学教育的指导方针，但我们的学生并没有更好地学习科学。在美国科学促进会的主持下，一个研讨会审查了几个项目，专业科学家与课堂教师互动，以改善科学教育。专题讨论会的与会者介绍了他们的项目，并讨论了每个项目成功与否的因素。这次研讨会的事件进行了批判性的分析。影响科学教育改革项目的成功实施和继续的问题有四个：作为首要目标的科学素养、项目合作伙伴的个人特点和承诺、基于社会和发展目标的课程改革以及大学和学校系统的激励/奖励结构。这一审查的新兴主题的地方研讨会参与者的意见到更大的背景下，不断增长的科学教育研究文献，告知其他专业科学家和课堂教师之间的协同作用。我们的目标是帮助其他人了解有效合作伙伴关系的特点，以改善科学教育。
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.