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e-Science Partnerships: Towards a Sustainable Framework for School–Scientist Engagement

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Abstract

In late 2006, the New Zealand Government embarked on a series of initiatives to explore how the resources and expertise of eight, small, state-owned science research institutes could be combined efficiently to support science teaching in schools. Programmes were developed to enable students and teachers to access and become involved in local science research and innovation, with the aim being to broaden their awareness of New Zealand science research contexts, adding authenticity and relevance to their school studies. One of these initiatives, known as Science-for-Life, partnered scientists with teachers and students in primary and secondary schools (K-12). A key output from the trial phase of Science-for-Life was the generation of a framework for guiding and coordinating the activities of the eight institutes within the education sector, to improve efficiency, effectiveness and promote sustainability. The framework, based on data gathered from a series of interviews with each institute’s Chief Executive Officer (CEO), an online questionnaire, and informed by findings from trial partnership case studies published as institute technical reports and published articles, is presented in this paper. While the framework is developed from New Zealand data, it is suggested that it may be useful for coordinating interactions between multiple small science organisations and the school sector in other small-nation or state contexts.

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Notes

  1. Further information on Crown Research Institutes can be found at http://www.msi.govt.nz/get-connected/crown-research-institutes/.

  2. Please refer to: http://www.carboeurope.org/education/index.php.

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Author information

Authors and Affiliations

  1. The Faculty of Education, University of Waikato, Hillcrest Rd, Hamilton, New Zealand

    Garry Falloon

Authors
  1. Garry Falloon
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Corresponding author

Correspondence to Garry Falloon.

Appendix: Semi-Structured Interview Schedule for Chief Executive Officers

Appendix: Semi-Structured Interview Schedule for Chief Executive Officers

CRI/Education Partnership Study 2010

This interview forms part of a study exploring the potential of CRIs to work more closely with the compulsory education sector to support teaching and learning in science. The questions below are intended to act as starters. Additional questions may be prompted in response to comments. Thank you for your willingness to be involved in this study.

  1. 1.

    First of all, could you please tell me a little of your role in (CRI/institution/organisation) and your background (experience in science/education/other sectors etc.).

  2. 2.

    Broadly speaking, do you see a role or duty for CRIs to support the development of science understanding or general science literacy in the wider community? (Follow up -elaborate why?/why not?)

  3. 3.

    Are you aware of any obligation or responsibility towards this in your statement of core purpose, charter, or other such document?

  4. 4.

    Does your CRI/institution/organisation presently have a programme involving it in any wider community activities of this nature, either as part of or in addition to its scientific and research activities? (Follow up—describe these. How are these accommodated/coordinated within your organisation?)

  5. 5.

    Are you aware of any challenges or issues facing the teaching and learning of science in schools? (primary or secondary).

  6. 6.

    Broadly speaking, do you see a role for CRIs in supporting science teaching and learning in schools? (Follow up -elaborate why?/why not? Would you see this being more appropriate at primary or secondary school level, or both?)

  7. 7.

    Does/has your CRI/institution/organisation ever worked with schools, either as a formal part of a community outreach programme (or similar), or informally, perhaps on an adhoc basis? (Follow up—describe these activities. Who was involved? How were they accommodated/coordinated within your organisation? What were the goals and outcomes? Were they ongoing or more ‘one-offs’?)

  8. 8.

    If your CRI/institution/organisation was to offer to support (or further support) science in schools, what form might this take?

  9. 9.

    If your CRI/institution/organisation was to offer to support (or further support) science in schools, what might be some of the issues and benefits for your organisation from doing this? Would you consider offering such support viable?

  10. 10.

    Finally, (without committing you to anything), do you consider your CRI/institution/organisation would be prepared to participate in any coordinated but limited/selective programme supporting science in schools?

Thank you once again for your time. If need be, would you be prepared to participate in a short (15 min) online survey following up on some of these questions?

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Falloon, G. e-Science Partnerships: Towards a Sustainable Framework for School–Scientist Engagement. J Sci Educ Technol 22, 393–401 (2013). https://doi.org/10.1007/s10956-012-9401-0

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  • DOI: https://doi.org/10.1007/s10956-012-9401-0

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