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Scientists Becoming Teachers: Lesson Learned from Teacher Partnerships

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Title: Scientists Becoming Teachers: Lesson Learned from Teacher Partnerships
Author(s): Thakkar, Umesh; Bruce, Bertram C.; Harnisch, Delwyn; Comstock, Sharon; Moore, Steve; Jakobsson, Eric
Subject(s): GK-12 Science education School-university collaboration Mathematics education inquiry-based learning
Abstract: This paper will describe the lessons learned from a research project sponsored by NSF that involves graduate teaching fellows in K-12 education programs. Themes emerging from our sites will be shared that includes the role of collaborations and community building along with the integration of technology in the curriculum. Across these sites inquiry- and problem-based learning are being uniquely implemented. Data is indicating that the greater the communication, the more supported a teachers feels in his/her classroom, and the more collaborative the fellow-teacher team, the more likely inquiry- and/or problem-based learning is employed. In short, this paper will present a set of factors that best support inquiry-based learning in science and mathematics education.
Issue Date: 2003-06
Publisher: Association for the Advancement of Computing in Education
Citation Info: Thakkar, Umesh; Bruce, Bertram C.; Harnisch, Delwyn; Comstock, Sharon L.; Moore, Steve; & Jakobsson, Eric (2003). Scientists becoming teachers: Lessons learned from teacher partnerships. In Caroline Crawford, Niki Davis, Jerry Price, Roberta Weber, & Dee Anna Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 2902-2908). Chesapeake, VA: Association for the Advancement of Computing in Education.
Genre: Book Chapter
Type: Text
Language: English
URI: http://hdl.handle.net/2142/16553
Publication Status: published or submitted for publication
Peer Reviewed: is peer reviewed
Date Available in IDEALS: 2010-07-08
 

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