Forging School–Scientist Partnerships: A Case of Easier Said than Done?
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| Title: | Forging School–Scientist Partnerships: A Case of Easier Said than Done? |
|---|---|
| Authors: | Falloon, Garry1 falloong@waikato.ac.nz |
| Source: | Journal of Science Education & Technology. Dec2013, Vol. 22 Issue 6, p858-876. 19p. |
| Subject Terms: | *Teachers, *Science education, *School environment, *School building design & construction, *Educational programs, Scientists |
| Geographic Terms: | New Zealand |
| Abstract: | Since the early 1980s, a number of initiatives have been undertaken worldwide which have involved scientists and teachers working together in projects designed to support the science learning of students. Many of these have attempted to establish school–scientist partnerships. In these, scientists, teachers, and students formed teams engaged in mutually beneficial science-based activities founded on principles such as equal recognition and input, and shared vision, responsibility and risk. This article uses two partnership programmes run by a New Zealand Science Research Institute, to illustrate the challenges faced by scientists and teachers as they attempted to forge meaningful and effective partnerships. It argues that achieving the theorised position of a shared partnership space at the intersection of the worlds of scientists and teachers is problematic, and that scientists must instead be prepared to penetrate deeply into the world of the classroom when undertaking any such interactions. Findings indicate epistemological differences, curriculum and school systems and issues, and teacher efficacy and science knowledge significantly affect the process of partnership formation. Furthermore, it is argued that a re-thinking of partnerships is needed to reflect present economic and education environments, which are very different to those in which they were originally conceived nearly 30 years ago. It suggests that technology has an important role to play in future partnership interactions. [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: 91959474 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Forging School–Scientist Partnerships: A Case of Easier Said than Done? – 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>. Dec2013, Vol. 22 Issue 6, p858-876. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22School+building+design+%26+construction%22">School building design & construction</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+programs%22">Educational programs</searchLink><br /><searchLink fieldCode="DE" term="%22Scientists%22">Scientists</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Since the early 1980s, a number of initiatives have been undertaken worldwide which have involved scientists and teachers working together in projects designed to support the science learning of students. Many of these have attempted to establish school–scientist partnerships. In these, scientists, teachers, and students formed teams engaged in mutually beneficial science-based activities founded on principles such as equal recognition and input, and shared vision, responsibility and risk. This article uses two partnership programmes run by a New Zealand Science Research Institute, to illustrate the challenges faced by scientists and teachers as they attempted to forge meaningful and effective partnerships. It argues that achieving the theorised position of a shared partnership space at the intersection of the worlds of scientists and teachers is problematic, and that scientists must instead be prepared to penetrate deeply into the world of the classroom when undertaking any such interactions. Findings indicate epistemological differences, curriculum and school systems and issues, and teacher efficacy and science knowledge significantly affect the process of partnership formation. Furthermore, it is argued that a re-thinking of partnerships is needed to reflect present economic and education environments, which are very different to those in which they were originally conceived nearly 30 years ago. It suggests that technology has an important role to play in future partnership interactions. [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=91959474 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10956-013-9435-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 858 Subjects: – SubjectFull: Teachers Type: general – SubjectFull: Science education Type: general – SubjectFull: School environment Type: general – SubjectFull: School building design & construction Type: general – SubjectFull: Educational programs Type: general – SubjectFull: Scientists Type: general – SubjectFull: New Zealand Type: general Titles: – TitleFull: Forging School–Scientist Partnerships: A Case of Easier Said than Done? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Falloon, Garry IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2013 Type: published Y: 2013 Identifiers: – Type: issn-print Value: 10590145 Numbering: – Type: volume Value: 22 – Type: issue Value: 6 Titles: – TitleFull: Journal of Science Education & Technology Type: main |
| ResultId | 1 |
