| Abstract Detail
Reaching Out beyond the Ivory Towers Dahl, William [4], Singer, Susan R. [1], Stuessy, Carol [2], Uno, Gordon [3], Hemingway, Claire [4]. Enhancing inquiry skills and science understanding: The role of educator-scientist partnerships. INQUIRY-BASED teaching and learning is a cornerstone of major reform efforts of K-12 education. Outreach programs offer scientists opportunities to share their expertise and inquiry skills. Partnerships between scientists and educators can be effective in enhancing inquiry experiences for students and providing professional development for teachers. In this panel session, we will outline recent key findings and partnership initiatives in science education. Speakers will focus on: (1) what is missing from typical laboratory experiences, with particular reference to America’s Lab Report: Investigations in High School Science; (2) ways scientists can scaffold student investigations, with insights from analysis of science mentor-student online dialogs in the BSA’s Scientific Inquiry through Plants program; and (3) how broad-scale initiatives in the botanical community seek to improve science literacy through partnerships and a plant education summit. Open audience discussions are integrated into this panel discussion.
Log in to add this item to your schedule
Related Links:
Scientific Inquiry through Plants
1 - Carleton College, Biology, Onc College St., Northfield, Minnesota, 55057, USA
2 - Texas A&M University, Department of Teaching, Learning, and Culture, 4232 Texas A&M University, College Station, Texas, 77843
3 - University of Oklahoma, Department of Botany and Microbiology, 770 Van Vleet Oval, Norman, Oklahoma, 73019, USA
4 - Botanical Society of America, 4475 Castleman Ave., P.O. Box 299, St. Louis, Missouri, 63166-0299, USA
Keywords:
scientific inquiry
science education
science mentors
K-12-university partnerships
outreach.
Presentation Type: Education Forum Session:Panel Session
Session: F5a-1
Location: 303/Bell Memorial Union
Date: Saturday, July 29th, 2006
Time: 2:45 PM
Abstract ID:858 |
