Partnering Scientists and K-12 Educators: Developing Pedagogical Content Knowledge in Context

• In Event: Exploring the Impact and Influence of Collaborative School-University Partnerships

Abstract

This case study focuses on an innovative university / school district partnership in science education dedicated to developing collaborative programs in context. Analyzing four embedded programs within the larger partnership, multiple data sources were interrogated to understand the dynamic culture of the partnership. A major theme consistently voiced by interviewees and supported by other data sources was the active development of pedagogical content knowledge in the interaction of scientists and educators. Four models of this process are illustrated through the embedded programs. By highlighting the importance of developing PCK in scientist – teacher collaborations, frequently cited challenges can be mitigated. Power dynamics can be equalized and channeled into purposeful activities that require expertise from both scientists and educators.

Author

• Teresa M. Woods, Kansas State University