Laursen Sandra, Liston Carrie, Thiry Heather, Graf Julie
Ethnography & Evaluation Research, University of Colorado at Boulder, Boulder, CO 80309-0580, USA.
CBE Life Sci Educ. 2007 Spring;6(1):49-64. doi: 10.1187/cbe.06-05-0165.
Many short-duration science outreach interventions have important societal goals of raising science literacy and increasing the size and diversity of the science workforce. Yet, these long-term outcomes are inherently challenging to evaluate. We present findings from a qualitative research study of an inquiry-based, life science outreach program to K-12 classrooms that is typical in design and excellent in execution. By considering this program as a best case of a common outreach model, the "scientist in the classroom," the study examines what benefits may be realized for each participant group and how they are achieved. We find that K-12 students are engaged in authentic, hands-on activities that generate interest in science and new views of science and scientists. Teachers learn new science content and new ways to teach it, and value collegial support of their professional work. Graduate student scientists, who are the program presenters, gain teaching and other skills, greater understanding of education and diversity issues, confidence and intrinsic satisfaction, and career benefits. A few negative outcomes also are described. Program elements that lead to these benefits are identified both from the research findings and from insights of the program developer on program design and implementation choices.
许多短期的科学推广干预活动有着提高科学素养、扩大科学工作队伍规模并增加其多样性等重要的社会目标。然而，评估这些长期成果本身具有挑战性。我们展示了一项针对K-12课堂的基于探究的生命科学推广项目的定性研究结果，该项目在设计上具有代表性，执行出色。通过将此项目视为常见推广模式“课堂中的科学家”的最佳案例，该研究考察了每个参与群体可能实现的益处以及这些益处是如何达成的。我们发现，K-12学生参与了真实的实践活动，这些活动激发了他们对科学的兴趣以及对科学和科学家的新认识。教师学到了新的科学内容以及教授这些内容的新方法，并重视同行对其专业工作的支持。作为项目主讲人的研究生科学家获得了教学及其他技能，对教育和多样性问题有了更深入的理解，收获了自信和内在满足感，以及职业发展方面的益处。文中还描述了一些负面结果。从研究结果以及项目开发者对项目设计和实施选择的见解中，我们确定了带来这些益处的项目元素。
