It has been noted that teachers and scientists do not typically interact and share. There is a wide gap between scientists and science teachers (including nonformal educators and interpreters). Sometimes there is a lack of trust between teachers and scientists. During my recent graduate school capstone thesis work I decided to research the current state of scientist – teacher relationships and interactions at biological field stations. Specifically, I conducted a multi-case study of innovative science teacher professional development programming at biological field stations.
The findings were recently published in the Fall 2016 issue of Clearing magazine. Read the article and the entire study here:
Sarah R. Johnson recently completed her Master of Education: Natural Science and Environmental Education at Hamline University. She is now is a freelance watershed and environmental education specialist in Colorado at Wild Rose Consulting.
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