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Scientists as Mentors to Science Teachers

  • Fiona Goodchild (a1) and Carol Johnston (a1)

Abstract

This study of teacher researchers and mentor scientists at the Materials Research Laboratory at UCSB takes a socio-cultural perspective, assuming group norms in terms of language and practice associated with being a science teacher and a research scientist. The paper will report on data gathered from individual interviews with 6 science teachers and their mentor scientists, before and after the RET six week session in summer 2000. The interviews reveal some of the expectations and benefits expressed by teachers and scientists as well as some of the contrasts in the cultures of science teaching and research science. These factors need to be accommodated in RET project design.

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Bleicher, R. (1996). High school students learning science in university research laboratories. Journal of Research in Science Teaching. 33 (10), pp. 11151133.
Caton, E., Brewer, C.; & Brown, F. (2000). Building teacher-scientist partnerships: Teaching about energy through inquiry. School Science and Mathematics. 100 (1).
Coffee, A. & Atkinson, P. (1996). Making sense of qualitative data. Thousand Oaks, CA. Sage.
Collins, H. & Shapin, S. (1989). Experiment, science teaching, and the new history and sociology of science. In Shortland, M. & Warwick, A. (Eds.), Teaching the History of Science (pp. 6779). Oxford, UK: Basil Blackwell.
Columbia University College of Physicians and Surgeons. 1998. Summer research program for secondary school science teachers: Report of Activities.
Kvale, S. (1996). Interviews. An introduction to qualitative research interviewing. SAGE Publications, Thousand Oaks, CA.
Spradley, J. (1980). Participant observation. Now York: Holt, Rhinehart & Winston.

Scientists as Mentors to Science Teachers

  • Fiona Goodchild (a1) and Carol Johnston (a1)

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