Learning Science: Understanding K-12 Teachers’ and Students’ Experiences with “Hands- on” Science Matt Aronson Mike Lacy Department of Sociology Colorado State University Learning Science: Understanding K-12 Teachers’ and Students’ Experiences with “Hands- on” Science Matt Aronson Mike Lacy Department of Sociology Colorado State University

Guiding Questions: Teachers 1) What are K-12 teachers’ experiences and concerns about teaching science? 2) For “effective” science teaching to occur, what matters most to teachers, and what do they need? 3) What are CO teachers perspectives about how to turn students into scientifically literate citizens? 4) How do teachers’ views (#3) fit within federal and state education policy contexts?

Guiding Questions (students) 1) How do students use LSOP’s hands-on science exhibits? (time, inquiry, active or passive, peer/individual) 2) Along what social dimensions does student exhibit use vary the most? 3) How might LSOP affect students’ knowledge of science?

Methods and Findings 1) Focus Groups (discussions with teachers) 7 groups, 54 teachers, ~1hr each a) Exam process may not fit with classroom realities b) Policy emphasis (heavy on literacy and math) may not translate into student learning c) Need for teacher training—generating ever better curricula may not be adequate to enhance student learning

Methods and Findings (cont’d) 2) Observational Study (in-school with students) 234 observations, analysis forthcoming 3) LSOP Knowledge Test (students, in-class) Over 500 cases, scoring still in process a) Initial analysis shows modest positive “effect” of LSOP on student learning b) Design issues and constraints