Impact of a student-teacher-scientist partnership on students' and teachers' content knowledge, attitudes toward science, and pedagogical practices

摘要: Engaging K-12 students in science-based inquiry is at the center of current science education reform efforts. Inquiry can best be taught through experiential, authentic experiences, such as those provided by Student–Teacher–Scientist Partnerships (STSPs). However, very little known about impact STSPs on teachers' and students' content knowledge growth or changes their attitudes scientists. This study addressed these two areas examining an STSP called “Students, Teachers, Rangers Research Scientists” (STaRRS). STaRRS was incorporated into existing long-standing program “Expedition: Yellowstone!” For teachers, a pre-test, intervention, post-test research design used to assess gains knowledge, attitudes, pedagogical practices. A quasi-experimental, pre-test–post-test, comparison group gauge attitudes. Data analyses showed significant positive shifts regarding scientists, choices. Students increased perceptions The findings indicate that might serve promising context for providing teachers with sort experiences enhance understandings scientific inquiry, improve toward © 2013 Wiley Periodicals, Inc. J Res Sci Teach 51: 84–115, 2014