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dc.contributor.authorFalloon, Garry
dc.contributor.authorTrewern, Ann
dc.date.accessioned2012-04-04T03:17:38Z
dc.date.available2012-04-04T03:17:38Z
dc.date.issued2013
dc.identifier.citationFalloon, G. & Trewern, A. (2013). Developing school-scientist partnerships: Lessons for scientists from forests-of-life. Journal of Science Education and Technology, 22 (1):11-24.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/6181
dc.description.abstractThe concept of partnerships between schools and practicing scientists came to prominence in the United States in the mid 1980s. The call by government for greater private sector involvement in education to raise standards in science achievement saw a variety of programmes developed, ranging from short-term sponsorships through to longer-term, project-based interactions. Recently, school-scientist partnerships (SSPs) have been rekindled as a means of assisting schools to motivate and inspire students in science, improve levels of teachers’ science knowledge, and increase awareness of the type and variety of career opportunities available in the sciences (Rennie and Howitt, 2009). This article summarises research that used an interpretive case study method to examine the performance of a two-year SSP pilot between a government-owned science research institute, and 200 students from two Intermediate (years 7 and 8) schools in New Zealand. It explored the experiences of scientists involved in the partnerships, and revealed difficulties in bridging the void that existed between the outcomes-driven, commercially-focused world of research scientists, and the more process-oriented, tightly structured, and conservative world of teachers and schools. Findings highlight the pragmatic realities of establishing partnerships, from the perspective of scientists. These include acute awareness of the nature of school systems, conventions and environments; the science, technological and pedagogical knowledge of teachers; teacher workload issues and pressures, curriculum priorities and access to science resources. The article identifies areas where time and effort should be invested to ensure successful partnership outcomes.en_NZ
dc.language.isoen
dc.publisherSpringeren_NZ
dc.relation.urihttp://www.springerlink.com/content/13j44005768257jj/en_NZ
dc.subjectscienceen_NZ
dc.subjectpartnershipen_NZ
dc.subjecttechnologyen_NZ
dc.subjectcurriculumen_NZ
dc.subjecttransformationen_NZ
dc.subjectinnovationen_NZ
dc.subjectadoptionen_NZ
dc.titleDeveloping school-scientist partnerships: Lessons for scientists from forests-of-lifeen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1007/s10956-012-9372-1en_NZ
dc.relation.isPartOfJournal of Science Education and Technologyen_NZ
pubs.begin-page11en_NZ
pubs.elements-id37358
pubs.end-page24en_NZ
pubs.issue1en_NZ
pubs.volume22en_NZ


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