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Their learning lab: Novice scientis...

Phillips, Michelle Lea.

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Their learning lab: Novice scientists reconciling the self and the subject through a scientist-teacher partnership program.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Their learning lab: Novice scientists reconciling the self and the subject through a scientist-teacher partnership program./
作者:	Phillips, Michelle Lea.
面頁冊數:	261 p.
附註:	Adviser: J. Myron Atkin.
Contained By:	Dissertation Abstracts International63-04A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3048591
ISBN:	0493629890

Their learning lab: Novice scientists reconciling the self and the subject through a scientist-teacher partnership program.
Phillips, Michelle Lea.

Their learning lab: Novice scientists reconciling the self and the subject through a scientist-teacher partnership program. - 261 p.

Adviser: J. Myron Atkin.

Thesis (Ph.D.)--Stanford University, 2002.

Recent education reform initiatives and policies promote scientist-teacher partnership programs as opportunities to address and remedy deficiencies in current science education practices. The relatively limited body of literature concerning scientist-teacher partnership has been produced primarily by researchers and theoreticians rather than participants. That literature focuses on the benefits of partnership for K–12 schools and teachers, neglecting the experiences of the scientists who participate. Through descriptions and analysis of interviews with five novice scientist participants, this research considers their experiences as young professionals in science and their experiences while engaged in partnership.

ISBN: 0493629890Subjects--Topical Terms:

543175
Education, Higher.

Their learning lab: Novice scientists reconciling the self and the subject through a scientist-teacher partnership program.
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245 1 0 $a Their learning lab: Novice scientists reconciling the self and the subject through a scientist-teacher partnership program.
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500 $a Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1294.
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520 $a Recent education reform initiatives and policies promote scientist-teacher partnership programs as opportunities to address and remedy deficiencies in current science education practices. The relatively limited body of literature concerning scientist-teacher partnership has been produced primarily by researchers and theoreticians rather than participants. That literature focuses on the benefits of partnership for K–12 schools and teachers, neglecting the experiences of the scientists who participate. Through descriptions and analysis of interviews with five novice scientist participants, this research considers their experiences as young professionals in science and their experiences while engaged in partnership.
520 $a Drawing on and combining frameworks from partnership literature and social theories of learning, I introduce the notion of scientists as brokers among the different communities of practice brought together in partnership. I provide a view into how certain characteristics and norms are used to delineate one community of practice from another and to determine the value of activity. I explore conceptions of science, science education, knowledge, and learning in an effort to investigate the benefits of and constraints to satisfying and sustainable partnership.
520 $a Scientists' own characterizations of their experiences are used to explore the implications of these conceptions for partnership, science practice, and for the scientists as individuals. Scientists' portrayals highlight the influence of their brokering activity on their professional and personal identities as it prompts them to examine and in some cases reevaluate their values, beliefs, and actions in relation to those of the community of university science. Scientists describe the struggles they face in crafting a professional identity in science that is compatible with their own sense of themselves.
520 $a Outcomes of this research indicate that partnership activity was beneficial for scientists in that they reported learning from the teaching and partnership communities. Scientists' positions as brokers prompted some to integrate their learning through partnership into their professional practice; however, they also posed challenges for some scientists in their community of university science. I offer these challenges to enhance the dialogue concerning the efficacy and sustainability of partnership practice. Finally, I propose the implications of this study for science and partnership practice as well as future research.
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