UTILIZING EARTH SCIENCE RESEARCH TO ESTABLISH COLLABORATION BETWEEN SCIENTISTS AND EDUCATORS

Collaboration between University science faculty and K-12 educators must be improved to create systemic change in science education. The primary goal of this NSF-sponsored project was to create the opportunity to improve communication and understanding between the aforementioned groups. The specific objectives were to: 1. Involve pre-service and in-service teachers in earth systems research with an aim to improve their knowledge and understanding of scientific principles and practices; 2. Improve scientists understanding of current pedagogy and classroom practices, which increase student learning; and 3. Explore and acknowledge each groups unique perspectives.

Eight research teams consisting of an Earth scientist, pre-service teacher and an in-service teacher were created in the summer of 2000. A minimum commitment of four weeks was required for each participant. Each team member was required to attend three half-day workshops. During the first workshop, project goals were clarified and baseline data were collected on each participant’s understanding of the nature of science. A second workshop focused on national science education standards with emphasis on the nature of science and inquiry. A final group meeting was held where outcomes and insights were shared. Lastly, focus group interviews were conducted and analyzed for emerging themes.

In the context of using inquiry-based learning opportunities in their classrooms, the research experience was an epiphany for some of the pre-and in-service teachers and a reawakening and energizer for others. Several in-service teachers indicated that this project provided a unique opportunity for collaboration and access to resources that they did not know were available. Scientists indicated that they learned more about their role and potential contributions for teaching science at the K-12 level. Several scientists also recognized the importance of incorporating more opportunities for inquiry into their own classrooms. For program coordinators, the importance of creating teams with compatible personalities and selecting scientists who are both interested in collaborating with educators and willing to invest the necessary time was a key outcome.