Bridge scientist-educator divides by clarifying visions of participation and identifying scalable practices¶

Strategy · All strategies
Evidence · no claims cited

Description¶

In designing a Student-Teacher-Scientist Partnership focused on climate change, scientists and educators bridged the divide between scientific and learning goals by, first, clarifying each of their visions for student and teacher participation in the science, including roles, tasks and responsibilities, and second, identifying the specific practices of schooling and of climate change research that can be scaled to other classrooms while still partnering with local scientists. The commentary presents this as a research-evidence-based recommendation for navigating dual goals in CCS design.

Design Implications¶

Context¶

Requirements¶

• Designers must study and clarify each partner's vision for student and teacher participation, including roles, tasks and responsibilities

Constraints¶

Target Learners¶

• K-12 students and their teachers in scientist-partnered classrooms

Target Learning Goals¶

• participation in authentic scientific research
• learning aligned with educational standards

Related Strategies¶

• Braid local community goals, needs, and expertise into school-based citizen science as a third constituency
• Engage teachers, families, and designers in participatory, iterative co-design of CT learning activities rather than adopting packaged solutions
• Five recommendations for scientists venturing into science communication with teachers

Examples¶

-

Key Sources¶

• Ballard, H. L. (2023). Community and citizen science in schools: nested inquiries, productive tensions, and the role of communities. Instructional Science. https://doi.org/10.1007/s11251-023-09643-7