University of Illinois Urbana-Champaign

Scientists Becoming Teachers: Lesson Learned from Teacher Partnerships

Thakkar, Umesh; Bruce, Bertram C.; Harnisch, Delwyn; Comstock, Sharon; Moore, Steve; Jakobsson, Eric G.

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https://hdl.handle.net/2142/16553

Description

Title
Scientists Becoming Teachers: Lesson Learned from Teacher Partnerships
Author(s)
  • Thakkar, Umesh
  • Bruce, Bertram C.
  • Harnisch, Delwyn
  • Comstock, Sharon
  • Moore, Steve
  • Jakobsson, Eric G.
Issue Date
2003-06
Keyword(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.
Publisher
Association for the Advancement of Computing in Education
Type of Resource
text
Language
en
Permalink
http://hdl.handle.net/2142/16553

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