Working with K–12 Schools: Insights for Scientists

R. O. S. A. L. YN. McKEOWN

doi:10.1641/0006-3568(2003)053[0870:WWKSIF]2.0.CO;2

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1 September 2003 Working with K–12 Schools: Insights for Scientists

R. O. S. A. L. YN. McKEOWN

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BioScience, 53(9):870-875 (2003). https://doi.org/10.1641/0006-3568(2003)053[0870:WWKSIF]2.0.CO;2

Abstract

This article explains some basic issues and complexities associated with working with K–12 administrators, teachers, and students. It also explains important aspects of schools, teaching, and learning, including state-mandated curriculums and competition for K–12 class time. The author describes current pedagogical strategies for science education, as well as learning modalities and the importance of engaging students in each modality. The article includes an interview with Charles Hopkins, a former superintendent of curriculum and instruction, who gives insightful examples of individuals and groups from outside the school system trying to influence curriculum adoption and implementation.

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R. O. S. A. L. YN. McKEOWN "Working with K–12 Schools: Insights for Scientists," BioScience 53(9), 870-875, (1 September 2003). https://doi.org/10.1641/0006-3568(2003)053[0870:WWKSIF]2.0.CO;2

Published: 1 September 2003

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