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Scientists Becoming Teachers: Lessons Learned from Teacher Partnerships
PROCEEDINGS

, University of Illinois at Urbana-Champaign, United States ; , University of Illinois, Urbana-Champaign, United States ; , University of Nebraska Lincoln, United States ; , , , University of Illinois, Urbana-Champaign, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper will describe the lessons learned from a research project sponsored by NSF that involves graduate teaching fellows in K-12 education programs. Themes emerging from our sites will be shared that include the role of collaborations and community building along with the integration of technology in the curriculum. Across these sites inquiry- and problem-based learning are being uniquely implemented. Data is indicating that the greater the communication, the more supported a teachers feels in his/her classroom, and the more collaborative the fellow-teacher team, the more likely inquiry- and/or problem-based learning is employed. In short, this paper will present a set of factors that best support inquiry-based learning in science and mathematics education.

Citation

Thakkar, U., Bruce, B., Harnisch, D., Comstock, S., Moore, S. & Jakobsson, E. (2003). Scientists Becoming Teachers: Lessons Learned from Teacher Partnerships. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2902-2908). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 23, 2019 from .

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