A Study of the Role of Research Scientists in K-12 Science Education

T HERE has traditionally been a gap between those who teach science at the K-12 level and those who do science. Few K-12 science teachers ever have science research experiences in their training; yet they attempt to teach students how science works. The true experts in science are research scientists; yet they are at universities, colleges and research institutions, and may have little to do with K-12 science education. In recent years, there seems to be more attention being given to bridging this gap between scientists and K-12 science education. Many institutes and programs directed toward K-12 science education have utilized the expertise of scientists. (Alper 1994; Heinze et. al. 1995; Hermens 1995; National Science Foundation 1994/1995). The Center for Science, Mathematics and Engineering Education at the National Research Council (the operating agency of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine) has established Resources for Involving Scientists in Education (RISE). The mission of RISE is to "effectively engage the scientific community in the systemic reform of K-12 education" (National Research Council 1995). Interest in involving scientists in K-12 science education was also demonstrated by the Sigma Xi Scientific Research Society's National Forum on Scientists, Educators and National Standards (Sigma Xi 1994). This study was intended to find out some details about the involvement of scientists in K-12 science education and their perception of K-12 science education. Such information should prove useful in determining how scientists might best contribute to K-12 science education in the future.