Scientists nationwide are showing greater interest in contributing to the reform of science education, yet many do not know how to begin.
This highly readable book serves as a guide for those scientists interested in working on the professional development of K-12 science teachers. Based on information from over 180 professional development programs for science teachers, the volume addresses what kinds of activities work and why. Included are useful examples of programs focusing on issues of content and process in science teaching.
The authors present "day-in-a-life" vignettes, along with a suggested reading list, to help familiarize scientists with the professional lives of K-12 science teachers. The book also offers scientists suggestions on how to take first steps toward involvement, how to identify programs that have been determined effective by teachers, and how to become involved in system-wide programs. Discussions on ways of working with teachers on program design, program evaluation, and funding sources are included.
Accessible and practical, this book will be a welcome resource for university, institutional, and corporate scientists; teachers; teacher educators; organizations; administrators; and parents.
National Research Council. 1996. The Role of Scientists in the Professional Development of Science Teachers. Washington, DC: The National Academies Press. https://doi.org/10.17226/2310.
|2 Characteristics of Effective Professional-Development Programs||26-29|
|3 A Guide for Scientists||30-48|
|4 Administrators' and Others' Responsibilities for Encouraging Scientists' Participation in Professional-Development Programs||49-54|
|5 Strategies for Attracting Teachers to and Involving Them in Professional-Development Programs||55-61|
|6 Systemic Professional Development and Science-Education Reform||62-72|
|7 Evaluation of Professional-Development Programs||73-81|
|8 A Vision of the Future||82-88|
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