Abstract
Effective scientist-teacher partnerships, as defined by those in them, require positive collaborative actions in addition to supportive and productive characteristics and dispositions.
Highlights
Empirical studies reveal that science outreach programs can help to improve the science content knowledge of students in the general student population, including students in urban public-school settings [1,2]
In addressing the study’s grand tour research question, there were a number of characteristics that astronomers and middle school teachers believed to be essential for effective astronomer-educator partnerships in formal urban middle school science classrooms
Teacher 1 mentioned that he “talked probably four times before he came to the classroom,” while Astronomer 12 said that his educator partner would “call me, or I would call her” to discuss astronomy activities they planned on doing with students
Summary
Empirical studies reveal that science outreach programs can help to improve the science content knowledge of students in the general student population, including students in urban public-school settings [1,2]. Published reports often describe the outcomes of scientist-educator partnership programs anecdotally, studies about what constitutes effective outreach partnerships have not been well documented in the extant research literature. A more comprehensive understanding of the characteristics of effective scientist-educator partnerships is vital, especially for designers and facilitators of such science educational outreach programming. This NSF grantfunded empirical study examines the following qualitative grand tour research question: What do astronomers and teachers believe to be the characteristics of effective astronomer-educator partnerships in formal urban middle school settings?
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