Abstract Detail
Supporting Effective Teaching and Learning Lutzow-Felling, Candace [1]. Sharing scientific research with K-12 learners: expanding our outreach. Many scientists have the desire to share their knowledge and passion for science with the K-12 learning community but are uncertain how to transmit the findings and the process of science at the K-12 level. This workshop will help prepare scientists to collaborate with teachers and effectively communicate with students in K-12 classrooms. Questions addressed will include: How can I use my scientific knowledge, understanding, and experience to contribute to K-12 science education? What types of activities might be involved?; How much time do I need to commit?; and Where might I interact with K-12 teachers and students? The workshop will begin with a discussion of how to adapt scientific knowledge and research for learning at the K-12 levels. Scientists involved in this knowledge transfer will share some of their insights and experiences. Two teachers who have collaborated with scientists, either in classroom teaching or scientific research, will give their perspectives with a focus on how scientists can partner with K-12 teachers to provide students with hands-on science experiences. Examples of projects that have involved K-12 students and teachers in scientific research will also be described. The second half of the workshop will provide participating scientists with an opportunity to brainstorm ways in which they can share their knowledge and/or research with the K-12 community. Participants will also engage in some hands-on, inquiry-based botanical activities to help familiarize them with this teaching and learning method. Ways in which this teaching technique can be incorporated into their transfer of scientific knowledge to any age learning community will also be discussed.
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1 - University of Virginia, Blandy Experimental Farm, 400 Blandy Farm Lane, Boyce, VA, 22620, USA
Keywords:
none specified
Presentation Type: Workshop
Session: W08
Location: Lake Ontario/Hilton
Date: Sunday, July 8th, 2007
Time: 8:30 AM
Number: W08001
Abstract ID:2514 | 