Delaware GK-12: Improvement of Science Education in Vocational Technical High Schools Through Collaborative Learning and Coteaching

Details Delaware GK-12: Improvement of Science Education in Vocational Technical High Schools Through Collaborative Learning and Coteaching Delaware GK-12: Improvement of Science Education in Vocational Technical High Schools Through Collaborative Learning and Coteaching

Dec 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006agufmed21a1224m&link_type=abstract

American Geophysical Union, Fall Meeting 2006, abstract #ED21A-1224

Computer Science

Learning

0805 Elementary And Secondary Education, 0810 Post-Secondary Education, 0825 Teaching Methods, 0850 Geoscience Education Research

Scientific paper

With funding from the National Science Foundation, the University of Delaware (UD) in partnership with the New Castle County Vocational Technical School District (NCCoVoTech) in Delaware has initiated a GK-12 Program. In each of year this program, nine full time UD graduate students in the sciences, who have completed all or most of their coursework, will be selected to serve as fellows. Participation in the GK-12 program benefits the graduate fellows in many ways. In addition to gaining general insight into current issues of science education, the fellows enhance their experience as scientific researchers by directly improving their ability to effectively communicate complex quantitative and technical knowledge to an audience with multiple and diverse learning needs. In the first year of this project, fellows have been paired with high school science teachers from NCCoVoTech. These pairs, along with the principal investigators (PIs) of this program have formed a learning community that is taking this opportunity to examine and to reflect on current issues in science education while specifically addressing critical needs in teaching science in vocational technical high schools. By participating in summer workshops and follow-up meetings facilitated by the PIs, the fellows have been introduced to a number of innovative teaching strategies including problem-based learning (PBL). Fellow/teacher pairs have begun to develop and teach PBL activities that are in agreement with State of Delaware science standards and that support student learning through inquiry. Fellows also have the opportunity to engage in coteaching with their teacher partner. In this "teaching at the elbow of another", fellows will gain a better understanding of and appreciation for the complexities and nuances of teaching science in vocational technical high schools. While not taught as a stand-alone course in NCCoVoTech high schools, earth science topics are integrated into the science curriculum at nearly all levels from the freshman through the senior year. Three of the current group of nine fellows are engaged in Ph.D.-level research within the disciplines of astronomy and hydrology. They will bring this expertise into their collaboration with their practicing teachers with the goal of improving the understanding of earth science topics by high school students within a vocational technical school setting.

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