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Perceptions of collaboration: a comparison of educators and scientists for cosee great lakes

Kim, Chankook
http://rave.ohiolink.edu/etdc/view?acc_num=osu1196106835

Abstract Details

2007, Doctor of Philosophy, Ohio State University, Natural Resources.
The Great Lakes region of North America can provide its 13 million K-12 learners with a relevant context for science learning, unique opportunities for exploring local environmental issues, and connections to global issues. By linking Great Lakes research scientists with educators, students, and the public, the COSEE (Centers for Ocean Sciences Education Excellence) Great Lakes pursues its goal of enhancing science and environmental literacy of both adults and students. This dissertation consists of three research reports on professional development and interprofessional collaboration of K-12 teachers and scientists. The first report investigates primary and secondary teachers’ views of collaboration with scientists and incorporates findings of teacher surveys into discussions about professional development programs for educators. From 180 schools randomly selected in the eight Great Lakes States, 194 teachers responded to a mailed survey. Through the survey responses, the educators reported that while they have positive attitudes toward their collaboration with scientists, their professional preparation has not equipped them with enough understanding of the process of science and the professions of scientists. The second report is an attempt to reveal interactions in education by scientists whose research is focused on the Great Lakes, and incorporates findings into discussions about scientists’ potential for the role of education partner. In this parallel study, marine and aquatic scientists were recruited to complete a survey at a conference on Great Lakes research in 2006. Through 94 scientist responses, scientists reported that they were involved in educational outreach more frequently as a “resource” than a “partner” in Morrow’s framework (2000). Professional training of scientists and their lack of knowledge in education may explain the ways in which scientists are involved in educational outreach. The third report elaborates on the results and discussions by comparing the two groups and by identifying implications of the findings for teacher-scientist collaboration. Comparing responses from educators (n=194) and scientists (n=94), this study answers how educators differ in the perceptions of education collaboration from scientists, in addition to two other research questions: how do educators in the Great Lakes region collaborate with scientists, and what barriers may deter their participation in collaboration.
Rosanne Fortner (Advisor)
Teacher-scientist collaboration; professional development; interprofessional collaboration; COSEE Great Lakes

Recommended Citations

Citations

  • Kim, C. (2007). Perceptions of collaboration: a comparison of educators and scientists for cosee great lakes [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1196106835

    APA Style (7th edition)

  • Kim, Chankook. Perceptions of collaboration: a comparison of educators and scientists for cosee great lakes. 2007. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1196106835.

    MLA Style (8th edition)

  • Kim, Chankook. "Perceptions of collaboration: a comparison of educators and scientists for cosee great lakes." Doctoral dissertation, Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1196106835

    Chicago Manual of Style (17th edition)

osu1196106835
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© 2007, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.