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A Partnership to Support Improved Public Understandings of Science Education

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Title: A Partnership to Support Improved Public Understandings of Science Education
Language: English
Authors: Julianne A. Wenner (ORCID 0000-0002-8278-8836), Sarah Lausch (ORCID 0000-0003-3079-5900), Megan Frary (ORCID 0000-0002-3622-7149), Paul Simmonds (ORCID 0000-0001-5524-0835)
Source: Journal of College Science Teaching. 2024 53(6):584-590.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 7
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1806698
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Students, Teaching Experience, Science Education, Science Instruction, Public Opinion, Student Attitudes, Knowledge Base for Teaching, Partnerships in Education
DOI: 10.1080/0047231X.2024.2390296
ISSN: 0047-231X
1943-4898
Abstract: "Those who can't do, teach." This adage is common, perhaps because the general public does not fully understand what teachers do. Here, we describe our findings from a collaborative project, GIFT (Graduate Identity Formation through Teaching), in which STEM graduate students (GSs) taught science content to teacher candidates (TCs) and received a semester-long introduction to lesson planning and general instructional theories. GIFT was not originally intended to impact public perceptions of science teaching and science education nor was its purpose to cultivate future educators amongst the STEM GSs. Despite this, the data indicate that STEM GSs were impacted by this partnership and indeed thought about K-12 teaching more deeply after participating in GIFT. The results of this study indicate that purposeful interventions involving GSs (and perhaps undergraduate students) engaging in teaching may prove to be an impactful experience for those students and vital to the public support of science education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1445214
Database: ERIC
FullText Links:
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  Data: A Partnership to Support Improved Public Understandings of Science Education
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  Data: <searchLink fieldCode="AR" term="%22Julianne+A%2E+Wenner%22">Julianne A. Wenner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8278-8836">0000-0002-8278-8836</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+Lausch%22">Sarah Lausch</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3079-5900">0000-0003-3079-5900</externalLink>)<br /><searchLink fieldCode="AR" term="%22Megan+Frary%22">Megan Frary</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3622-7149">0000-0002-3622-7149</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paul+Simmonds%22">Paul Simmonds</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5524-0835">0000-0001-5524-0835</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+College+Science+Teaching%22"><i>Journal of College Science Teaching</i></searchLink>. 2024 53(6):584-590.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: "Those who can't do, teach." This adage is common, perhaps because the general public does not fully understand what teachers do. Here, we describe our findings from a collaborative project, GIFT (Graduate Identity Formation through Teaching), in which STEM graduate students (GSs) taught science content to teacher candidates (TCs) and received a semester-long introduction to lesson planning and general instructional theories. GIFT was not originally intended to impact public perceptions of science teaching and science education nor was its purpose to cultivate future educators amongst the STEM GSs. Despite this, the data indicate that STEM GSs were impacted by this partnership and indeed thought about K-12 teaching more deeply after participating in GIFT. The results of this study indicate that purposeful interventions involving GSs (and perhaps undergraduate students) engaging in teaching may prove to be an impactful experience for those students and vital to the public support of science education.
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      – SubjectFull: Science Education
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