The ne
w journal Connected Science Learning just released its second issue with a focus on professional development partnerships between in-school and out-of-school STEM educators.
Connected Science Learning is a joint effort between the National Science Teachers Association and the Association of Science and Technology Centers. The new issue profiles professional learning experiences involving teachers and informal STEM educators at the New York Hall of Science, the Exploratorium in San Francisco, and the Summer Herpetology Fieldwork program at the University of North Carolina/Greensboro.
Key themes include the importance of active learning; recognizing teachers’ prior knowledge and expertise; providing financial and other supports; and building in flexibility to let collaborations develop and expand in different ways.