e-Science Partnerships: Towards a Sustainable Framework for School-Scientist Engagement.
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| Title: | e-Science Partnerships: Towards a Sustainable Framework for School-Scientist Engagement. |
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| Authors: | Falloon, Garry1 falloong@waikato.ac.nz |
| Source: | Journal of Science Education & Technology. Aug2013, Vol. 22 Issue 4, p393-401. 9p. 3 Charts. |
| Subject Terms: | *Research institutes, *Science education, *Teachers, *Students, *Research, New Zealand politics & government, Technological innovations, Scientists, Sustainability |
| Abstract: | In late 2006, the New Zealand Government embarked on a series of initiatives to explore how the resources and expertise of eight, small, state-owned science research institutes could be combined efficiently to support science teaching in schools. Programmes were developed to enable students and teachers to access and become involved in local science research and innovation, with the aim being to broaden their awareness of New Zealand science research contexts, adding authenticity and relevance to their school studies. One of these initiatives, known as Science-for-Life, partnered scientists with teachers and students in primary and secondary schools (K-12). A key output from the trial phase of Science-for-Life was the generation of a framework for guiding and coordinating the activities of the eight institutes within the education sector, to improve efficiency, effectiveness and promote sustainability. The framework, based on data gathered from a series of interviews with each institute's Chief Executive Officer (CEO), an online questionnaire, and informed by findings from trial partnership case studies published as institute technical reports and published articles, is presented in this paper. While the framework is developed from New Zealand data, it is suggested that it may be useful for coordinating interactions between multiple small science organisations and the school sector in other small-nation or state contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 89046612 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: e-Science Partnerships: Towards a Sustainable Framework for School-Scientist Engagement. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Falloon%2C+Garry%22">Falloon, Garry</searchLink><relatesTo>1</relatesTo><i> falloong@waikato.ac.nz</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Aug2013, Vol. 22 Issue 4, p393-401. 9p. 3 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Research+institutes%22">Research institutes</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22New+Zealand+politics+%26+government%22">New Zealand politics & government</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+innovations%22">Technological innovations</searchLink><br /><searchLink fieldCode="DE" term="%22Scientists%22">Scientists</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In late 2006, the New Zealand Government embarked on a series of initiatives to explore how the resources and expertise of eight, small, state-owned science research institutes could be combined efficiently to support science teaching in schools. Programmes were developed to enable students and teachers to access and become involved in local science research and innovation, with the aim being to broaden their awareness of New Zealand science research contexts, adding authenticity and relevance to their school studies. One of these initiatives, known as Science-for-Life, partnered scientists with teachers and students in primary and secondary schools (K-12). A key output from the trial phase of Science-for-Life was the generation of a framework for guiding and coordinating the activities of the eight institutes within the education sector, to improve efficiency, effectiveness and promote sustainability. The framework, based on data gathered from a series of interviews with each institute's Chief Executive Officer (CEO), an online questionnaire, and informed by findings from trial partnership case studies published as institute technical reports and published articles, is presented in this paper. While the framework is developed from New Zealand data, it is suggested that it may be useful for coordinating interactions between multiple small science organisations and the school sector in other small-nation or state contexts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=89046612 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10956-012-9401-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 393 Subjects: – SubjectFull: Research institutes Type: general – SubjectFull: Science education Type: general – SubjectFull: Teachers Type: general – SubjectFull: Students Type: general – SubjectFull: Research Type: general – SubjectFull: New Zealand politics & government Type: general – SubjectFull: Technological innovations Type: general – SubjectFull: Scientists Type: general – SubjectFull: Sustainability Type: general Titles: – TitleFull: e-Science Partnerships: Towards a Sustainable Framework for School-Scientist Engagement. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Falloon, Garry IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2013 Type: published Y: 2013 Identifiers: – Type: issn-print Value: 10590145 Numbering: – Type: volume Value: 22 – Type: issue Value: 4 Titles: – TitleFull: Journal of Science Education & Technology Type: main |
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