Impact of a Scientist-Teacher Collaborative Model on Students, Teachers, and Scientists

Autor/inn/en	Shein, Paichi Pat; Tsai, Chun-Yen
Titel	Impact of a Scientist-Teacher Collaborative Model on Students, Teachers, and Scientists
Quelle	In: International Journal of Science Education, 37 (2015) 13, S.2147-2169 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1068465
Schlagwörter	Scientists; Secondary School Teachers; Educational Cooperation; Secondary School Science; High Schools; Environmental Education; Curriculum Development; Mixed Methods Research; Interviews; Science Instruction; High School Students; Science Interests; Student Interests; Science Achievement; Outcomes of Education; Instructional Effectiveness; Pedagogical Content Knowledge; Program Effectiveness; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Scientist; Wissenschaftler; Education; cooperation; Kooperation; High school; Oberschule; Umweltbildung; Umwelterziehung; Umweltpädagogik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interviewing; Interviewtechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High schools; Student; Students; Schüler; Schülerin; Studentin; Studieninteresse; Lernleistung; Schulerfolg; Unterrichtserfolg; Pädagogische Kompetenz; Ausland
Abstract	Collaborations between the K-12 teachers and higher education or professional scientists have become a widespread approach to science education reform. Educational funding and efforts have been invested to establish these cross-institutional collaborations in many countries. Since 2006, Taiwan initiated the High Scope Program, a high school science curriculum reform to promote scientific innovation and inquiry through an integration of advanced science and technology in high school science curricula through partnership between high school teachers and higher education scientists and science educators. This study, as part of this governmental effort, a scientist-teacher collaborative model (STCM) was constructed by 8 scientists and 4 teachers to drive an 18-week high school science curriculum reform on environmental education in a public high school. Partnerships between scientists and teachers offer opportunities to strengthen the elements of effective science teaching identified by Shulman and ultimately affect students' learning. Mixed methods research was used for this study. Qualitative methods of interviews were used to understand the impact on the teachers' and scientists' science teaching. A quasi-experimental design was used to understand the impact on students' scientific competency and scientific interest. The findings in this study suggest that the use of the STCM had a medium effect on students' scientific competency and a large effect on students' scientific individual and situational interests. In the interviews, the teachers indicated how the STCM allowed them to improve their content knowledge and pedagogical content knowledge (PCK), and the scientists indicated an increased knowledge of learners, knowledge of curriculum, and PCK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01