Although scale has been identified as one of four major interdisciplinary themes that cut across the science domains by the American Association for the Advancement of Science (1989), we are only beginning to understand how students learn and apply scale concepts. Early research on learning scale tended to focus on perceptions of linear distances, navigation and way finding, whereas more recent work has examined how students conceptualize scale in science contexts. This study sought to understand how understandings of scale develop from childhood to adulthood by asking 50 professionals to reflect on their experiences (in and out-of-school) learning about scale. Semi-structured interviews were utilized to obtain information about educational experiences, informal experiences, and applications of scale in different professions. Results showed that most of the participants used anchor points as conceptual benchmarks when applying scale in their job. Seventy-six percent of the participants attributed physical experiences such as moving through the environment by car, walking, bicycling, or flying in an airplane as contributing to the development of a sense of scale. Results of this study were used to develop a possible model of the trajectory of scale concepts that develop as individuals move from novice through increasing degrees of expertise. Across professions, participants emphasized the critical role that scale plays in their work. For many, scale was viewed as central to accomplishing the work-related tasks. ß

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Although there have been numerous studies that indicate the benefits of teachers and students working with scientists, there is little research that documents scientists' views of science education, science teacher preparation, and the goals of science education. Furthermore, little is known about how scientists' views of science education may differ from those held by science teachers. Through the use of semistructured interviews, the perceptions of 37 scientists from diverse science domains and 21 middle and high school science teachers were explored. Participating scientists expressed concerns about the variability in quality of teaching, programs, and resources available for science instruction. Scientists expressed a desire for teachers to have more experience conducting science research and developing their own critical thinking skills. When asked what goals are most important for science education, 40% of the scientists emphasized that teachers should make science fun and exciting for their students. Science teachers' perceptions of science education were compared with the scientists' perceptions. Thirty percent of the teachers agreed with the scientists that too much variability in program or instructional quality exists in science education. Seventy‐six percent of the science teachers also thought there is a need to teach critical thinking skills, but more importantly there is a need to inspire creativity and a desire to learn science in students. Both teachers and scientists expressed concerns about how high‐stakes accountability inhibits efforts to improve science education. © 2008 Wiley Periodicals, Inc. Sci Ed 92:1058–1075, 2008

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