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Science communication versus science education : the graduate student scientist as a K-12 classroom resource

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dc.contributor.author Strauss, Jeff
dc.contributor.author Shope, Richard E. III
dc.contributor.author Terebey, Susan
dc.date.accessioned 2006-08-16T18:38:27Z
dc.date.available 2006-08-16T18:38:27Z
dc.date.issued 2005-03-14
dc.identifier.citation College Teaching and Learning Conference, Puerto Vallarta, Mexico, March 14-18, 2005. en
dc.identifier.clearanceno 05-0411
dc.identifier.uri http://hdl.handle.net/2014/39679
dc.description.abstract This paper posits that science communication is highly effective in providing the missing link for K-12 students’ cognition in science and their attainment of science literacy. This paper will focus on the “Science For Our Schools” (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation’s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who “know” science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science education, and science literacy in the midst of science learning by bringing together graduate student scientists and science teachers to engage students in the two world’s dialogue in the midst of the school science classroom. The graduate student scientists and the science teachers worked as a team throughout the school year and became effective science Communicators as they narrowed the gulf between the two worlds. en
dc.description.sponsorship NASA/JPL en
dc.format.extent 2400389 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.publisher Pasadena, CA : Jet Propulsion Laboratory, National Aeronautics and Space Administration, 2005. en
dc.subject science en
dc.subject communications en
dc.title Science communication versus science education : the graduate student scientist as a K-12 classroom resource en
dc.type Preprint en


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