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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 0047-231X 1943-4898 |
| DOI: | 10.1080/0047231X.2024.2390296 |
