Connecting Teachers and Science

Dimensions coverIN THIS ISSUE
November/December 2002

At most science centers, professional development for teachers is a key part of education programs. In a 2001 ASTC survey, 84 percent of U.S. members reported offering teacher workshops; for members in other countries, the figure was 76 percent. What is increasingly common, however, in this era of educational reform and national standards, is that schools are looking to science centers for long-term teacher support and inspiration, not just one-shot content sessions. In this issue, we explore how ASTC members are meeting teachers’ needs while fostering their deeper relationship with science.

Helping Teachers Teach: A Learner-Centered Approach to Professional Development, by Lee Schmitt
• A Place of Their Own, by Tina Nolan
• Extraordinary Environments: Sharing Science with Teachers, by Colleen Blair
• Informal Meets Formal: Museum Educators and Communities of Practice, by Elsa B. Bailey and George E. Hein
• A Teacher’s Story, by Julie Ferris
• Standards-Based Testing: Obstacle or Opportunity?, by Christine Klein and Bob Gaskin
• Content Counts: Teacher-Led Curriculum Projects, by Eileen Engel, Laura Fawcett and Virginia Zanger
• Sign On for Science: Online Support for Teachers, by Rose Falanga, Deborah Hunt and Carol Parssinen
• Personal Connections: Building Scientist/Teacher Partnerships, by Marjorie Bardeen, Thomas Jordan and Cathy Clemens

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