![]() Creating Equity for Black Science Students Creating equity for Black science students requires deep listening and can be achieved with phenomenological qualitative research and a community of inquiry. This phenomenological study examines the lived experience of a phenomenon by a student. The article investigates how Black students perceive advanced science classes and what prevents them from enrolling. To create equity, a community of inquiry consisting of educators analyzed the student perceptions of advanced courses, identified barriers, and then proposed solutions to reduce or remove obstacles. Research methods, student data, and study results are discussed. Suggestions for readers applying the author's plan are also provided. READ MORE. Becoming Botanical Garden Educators: Using Flip to Engage High School Students in Botany It is critical to develop students’ science communication skills as they progress through their education. One way this goal can be accomplished is by integrating Flip cameras into educational programs. Through Flip educators create prompts that students respond to in video form, which leads to deeper discussion on various topics. This brief will share an example of how Flip was used with high school students spending time at a botanical garden to not only promote science communication skills but also to help engage them with plant life. In this activity students assume the role of “educator” by becoming an expert on a specific plant species and recording a video introducing others to that organism. READ MORE. Co-Development of a Museum-Based Scientist-Teacher Partnership Scientist-led K–12 outreach offers many benefits to scientists, teachers, and students; however, many of these programs are top-down rather than collaborative. This team facilitated a museum-based scientist-teacher partnership to co-design a lesson on shark biology for middle school students. Following the implementation of the lesson, they conducted interviews with the scientist and teacher participants. The participants described several benefits for the students including contextualizing science in the real world, providing exposure to new careers, and humanizing scientists. Teacher benefits included increased content knowledge and feeling reenergized to teach their subject. The scientists gained knowledge about science standards and classroom pedagogy. The challenges to the partnership included time constraints and restrictions enforced by the school districts. Using the findings from the study, they describe how other organizations can facilitate similar scientist-teacher partnerships to help improve science literacy and career aspirations. Scientist-teacher partnerships are highly effective for improving scientists’ communication skills, increasing teachers’ content knowledge, and contextualizing science for students. READ MORE.
0 Comments
Your comment will be posted after it is approved.
Leave a Reply. |