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The Space Between: Teacher Perspectives of an Interformal Elementary Science Education Program

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Title: The Space Between: Teacher Perspectives of an Interformal Elementary Science Education Program
Language: English
Authors: Rachel L. Stronach (ORCID 0009-0003-7946-3998), Hamza Malik (ORCID 0000-0002-8638-3182), Stephen B. Witzig (ORCID 0000-0002-0733-8448)
Source: Journal of Research in Science Teaching. 2026 63(3):195-214.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Elementary School Teachers, Science Teachers, Teacher Attitudes, Science Education, Elementary School Science, STEM Education, Partnerships in Education, Science Instruction, Time on Task, Informal Education, Science Curriculum
DOI: 10.1002/tea.70036
ISSN: 0022-4308
1098-2736
Abstract: To realize a STEM learning ecosystem (NRC 2015), all collaborations and partnerships around science learning should be explored. This study uncovers teacher perspectives of a substantial, long-term, formal/informal elementary science program partnership. Through participant interviews with three elementary teachers and our case study analysis, we assert that for more significant formal/informal science education partnerships to succeed, teachers must view the partnership as beneficial to their teaching and their students' science learning. We assert teachers want to know that precious instructional time is spent on programs related to or even integrated into their curriculum. We discovered that teachers believe their students formed a connection with a local environmental organization through the long-standing program partnership. This study brings to light an area that is not discussed in the literature, the sustained, long-term blending of formal/informal into a new space in the elementary classroom. It is a space where the benefits of informal science education meld and mix within the structure of a formal classroom as the program is fully integrated into the science curriculum and has been for over 20 years. We define this space as interformal.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498356
Database: ERIC
FullText Text:
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  Data: The Space Between: Teacher Perspectives of an Interformal Elementary Science Education Program
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  Data: <searchLink fieldCode="AR" term="%22Rachel+L%2E+Stronach%22">Rachel L. Stronach</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-7946-3998">0009-0003-7946-3998</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hamza+Malik%22">Hamza Malik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8638-3182">0000-0002-8638-3182</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stephen+B%2E+Witzig%22">Stephen B. Witzig</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0733-8448">0000-0002-0733-8448</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. 2026 63(3):195-214.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 20
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  Data: 10.1002/tea.70036
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  Data: 0022-4308<br />1098-2736
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  Data: To realize a STEM learning ecosystem (NRC 2015), all collaborations and partnerships around science learning should be explored. This study uncovers teacher perspectives of a substantial, long-term, formal/informal elementary science program partnership. Through participant interviews with three elementary teachers and our case study analysis, we assert that for more significant formal/informal science education partnerships to succeed, teachers must view the partnership as beneficial to their teaching and their students' science learning. We assert teachers want to know that precious instructional time is spent on programs related to or even integrated into their curriculum. We discovered that teachers believe their students formed a connection with a local environmental organization through the long-standing program partnership. This study brings to light an area that is not discussed in the literature, the sustained, long-term blending of formal/informal into a new space in the elementary classroom. It is a space where the benefits of informal science education meld and mix within the structure of a formal classroom as the program is fully integrated into the science curriculum and has been for over 20 years. We define this space as interformal.
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        Value: 10.1002/tea.70036
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        StartPage: 195
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        Type: general
      – SubjectFull: Science Teachers
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Elementary School Science
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Science Instruction
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      – SubjectFull: Time on Task
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      – SubjectFull: Informal Education
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      – SubjectFull: Science Curriculum
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      – TitleFull: The Space Between: Teacher Perspectives of an Interformal Elementary Science Education Program
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