HR: 1340h
AN: OS23A-1294    [Abstracts]
TI: Scientific Inquiry for Scientists: Professional Development Needs and Resources for Scientists Working With K-12 Education
AU: * Laursen, S
EM: sandra.laursen@colorado.edu
AF: Education and Outreach, Cooperative Institute for Research in Environmental Sciences (CIRES), University of Colorado, 216 UCB, Boulder, CO 80309-0216
AU: Smith, L
AF: Education and Outreach, Cooperative Institute for Research in Environmental Sciences (CIRES), University of Colorado, 216 UCB, Boulder, CO 80309-0216
AU: McLaren, C
AF: Science Discovery, College of Education, University of Colorado, 448 UCB, Boulder, CO 80309-0448
AU: Hyde Edgerly, K
AF: Science Discovery, College of Education, University of Colorado, 448 UCB, Boulder, CO 80309-0448
AU: Buhr, S
AF: Education and Outreach, Cooperative Institute for Research in Environmental Sciences (CIRES), University of Colorado, 216 UCB, Boulder, CO 80309-0216
AB: As science educators based in institutional outreach programs, we work with many scientists on education and outreach projects involving teachers, students, and the public. While our scientist colleagues bring varied disciplinary interests, educational expertise, and communication skills to their education work, one strength that all scientists bring to these collaborations is their profound knowledge of the inquiry process. We have begun to develop a program of professional development for scientists that focuses on scientific inquiry in the classroom. Inquiry is the appropriate topic of focus for an initial professional development experience for scientists, because it is a crucial and broadly applicable part of national science education goals, and because all scientists understand it in a deep and personal way. As articulated in the National Science Education Standards, inquiry is both a recommended strategy for learning and teaching scientific concepts, and a content area in its own right, with the aim that students understand the process of science and can conduct scientific investigations. We will describe our multi-faceted program, which includes professional development workshops, development and sharing of resources, and a research-with-evaluation study to examine the readiness, response, and needs of the scientific community for professional development to further its education work. We will discuss ways in which scientists can apply their understanding of inquiry to their education work as well as identify other needs that must also be addressed. While inquiry is not the only thing that "busy scientists need to know," it is a good topic for starting fruitful conversations among scientists, K-12 educators, and those who bridge these communities.
UR: http://cires.colorado.edu/$\sim$k12
DE: 6605 Education
DE: 6610 Funding
DE: 0800 EDUCATION
DE: 0805 Elementary and secondary education
SC: Ocean Sciences [OS]
MN: 2004 AGU Fall Meeting