Outline of Ideas and Themes Generated During the Workshop

  1. Collaborating with others with complementary talents is potentially quite valuable, but requires mutual benefits that exceed costs or the benefits of working alone, and requires careful facilitation, logistics and modeling.

    1. Researchers can benefit from the knowledge educators have to offer (e.g., the American Association for the Advancement of Science education materials, education researchers).

    2. If researchers are going to contribute to teaching, they need to understand teachers’ constraints, use mutually respectful language, share work equitably, etc.

  1. Scientists and those they might collaborate with through education share many things in common.

    1. Teachers and scientists share a passion for learning. They both must deal with a public that sometimes follows them with blind faith, and at other times questions their motives.

    2. Journalists and scientists share curiosity laced with skepticism and need to see evidence, a belief that the truth exists and that it is imperative to find and communicate it.

    3. Education researchers, assessment specialists, and scientists share a focus on questions, hypotheses, careful methods, peer review, etc.

and so on). According to NSF guidelines, researchers need not limit themselves to universities or even educational institutions in complying with Criterion 2, but can reach out to all parts of society—science affects everyone.

Several presenters of case studies and some planning group members offered suggestions for integrating education and research drawn from their specific experiences. Their suggestions were based on extensive experience with education projects. The projects themselves are described here as case studies, and several are treated in Appendix D, which presents information on evaluation and assessment. Most of the case studies describe projects targeted to particular audiences (such as undergraduates or museum visi



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