Abstract
Improving the knowledge and skills of practicing K-12 science teachers is our challenge. By doing so, teachers bring a renewed understanding and excitement for science to classrooms and can pass along their enhanced skills and growing expertise to their K-12 students. yet, many K-12 teachers, particularly those in rural areas, find themselves isolated from other scientists and science educators and often have scares resources for experiments and other classroom activities. . . . .This study explores the outcomes of a form of experiential professional development in science education for rural educators that involved teachers working in multi-grade level teams on field based practice science projects with scientists.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Gilmer, P. J.
(2010).
Rural Research Brief: Vertical Teaming: K-12 Teachers Engaged in Scientific Research in Rural Settings.
The Rural Educator, 31(3), 1-6.
https://doi.org/10.35608/ruraled.v31i3.955
