| Abstract Detail
The fruitful outcome of graduate student-designed curricula: research modules, publishing opportunities, and outreach inspired by the NSF’s Graduate STEM Fellows in K-12 Education (GK-12) Program Ahmed, Selena [1]. Bringing Classroom Research to Publication and Beyond. This paper explores strategies to disseminate research results for both educators and students as a key component of inquiry-based curricula in K-12 and undergraduate classrooms. Written, oral, community outreach, and multi-media dissemination strategies will be presented. These strategies include publication in education journals, professional development workshops, community-based activities, storyboard videos, and interactive websites. Drawing on experiences of teaching ethnobotany inquiry-based curricula in field, classroom, and laboratory settings, this paper discusses the challenges and opportunities of guiding students through the process of disseminating research results. It further examines how educators can reflecton their inquiry-based curricula and package their lessons as self-sustaining modules, courses, and school-wide programs. This dissemination model seeks to develop scientific communication skills, advance knowledge, and promote activism in science education while addressing the broader impact criteria of many grant-giving organizations. Broader Impacts:
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1 - Tufts University, Boston, MA, 02111, USA
Keywords:
inquiry-based curricula
disseminating research results
ethnobotany
science education
professional development.
Presentation Type: Symposium or Colloquium Presentation
Session: SY08
Location: Forsyth Room/Chase Park Plaza
Date: Tuesday, July 12th, 2011
Time: 4:15 PM
Number: SY08006
Abstract ID:632 |
