Scientists Becoming Teachers: Lesson Learned from Teacher Partnerships

This paper will describe the lessons learned from a research project sponsored by NSF that involves graduate teaching fellows in K-12 education programs. Themes emerging from our sites will be shared that includes the role of collaborations and community building along with the integration of technology in the curriculum. Across these sites inquiry- and problem-based learning are being uniquely implemented. Data is indicating that the greater the communication, the more supported a teachers feels in his/her classroom, and the more collaborative the fellow-teacher team, the more likely inquiry- and/or problem-based learning is employed. In short, this paper will present a set of factors that best support inquiry-based learning in science and mathematics education.published or submitted for publicationis peer reviewe