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Scientists Becoming Teachers: Lessons Learned from Teacher Partnerships

This paper will describe the lessons learned from a research project sponsored by the National Science Foundation that involves graduate teaching fellows in K-12 education programs. Themes emerging from our sites will be shared that include the role of collaborations and community building along with the integration of technology in the curriculum. Across these sites inquiryand problem-based learning are being uniquely implemented. Data is indicating that the greater the communication, the more supported a teachers feels in his/her classroom, and the more collaborative the fellow-teacher team, the more likely inquiryand/or problem-based learning is employed. In short, this paper will present a set of factors that best support inquiry-based learning in science and mathematics education. The objective of this paper is to present the lessons learned in integrating technology into our science and mathematics classrooms, with views shared from the principal investigator, a graduate fellow and participating teacher, a mentor, education faculty, and the evaluation and research team that have been studying the impact of the program in each classroom.