Communication Between High School and College Teachers of Science and Mathematics

Fuller, Edward C.; Lefler, R. W.; Panush, Louis; Will, Emery L.

doi:10.1111/j.1949-8594.1971.tb09834.x

Cited by 1 publication

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“…Strong collaborations between colleges and local county school districts to provide the necessary resources and professional development for K–12 science educators may be a viable strategy to alleviate the current challenges and to promote national science education. − Herein, we report the result of the collaboration between Winston-Salem State University (WSSU), a Historically Black College University (HBCU), and local school districts to provide resources and a Professional Development Program workshop for K–12 science educators from targeted schools in Forsyth and Guilford County in North Carolina to foster quality grass-roots K–12 science education.…”

Section: Introductionmentioning

confidence: 99%

Offering a Geoscience Professional Development Program To Promote Science Education and Provide Hands-On Experiences for K–12 Science Educators

Fakayode

Pollard²,

Snipes

et al. 2014

J. Chem. Educ.

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Development of an effective strategy for promoting science education and professional development of K–12 science educators is a national priority to strengthen the quality of science, technology, engineering, and mathematics (STEM) education. This article reports the outcomes of a Geoscience Professional Development Program (GPDP) workshop organized for targeted middle and high school science educators in Forsyth and Guilford County, North Carolina. The objective of the GPDP workshop was to promote hands-on experience for K–12 science educators in the use of modern analytical techniques and instrumentation in geoscience education for the analysis of Salem Lake water in a guided-inquiry setting. Current pedagogy and innovative curriculum development to promote students’ success in K–12 science education were also discussed. The expectations and challenges of first-year college students in STEM fields and methods of resolving these challenges were highlighted at the workshop to alert the teachers to the specific areas where more efforts are needed at the K–12 science education level. The workshop also served as an avenue where the specific needs and challenges of classroom instruction and technology in K–12 science education and strategies to resolve these challenges were discussed. The GPDP aimed to transform the knowledge gained from the workshop into the foundation for establishing effective STEM curricula at K–12 schools, ultimately motivating students in pursuing careers in STEM fields. A follow-up survey of GPDP participants indicated that 25% of the participants have already incorporated some aspects of the knowledge gained from the workshop into their courses in the middle and high school curricula. The majority of the participants also found the GPDP to be very exciting and highly beneficial to their professional development.

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