Education Researchers as Negotiators: Leveraging Expertise across Teachers and Scientists to Implement Authentic Data Investigations in Grade 7-12 Classrooms
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| Title: | Education Researchers as Negotiators: Leveraging Expertise across Teachers and Scientists to Implement Authentic Data Investigations in Grade 7-12 Classrooms |
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| Language: | English |
| Authors: | Franziska Peterson (ORCID |
| Source: | School Science and Mathematics. 2026 126(2):127-142. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Secondary School Science, Science Teachers, Partnerships in Education, Science Education, Science Instruction, Educational Research, Scientific Research, Research Skills, Research Training, STEM Education, Forestry, Authentic Learning, Stakeholders, Researchers, Scientists |
| DOI: | 10.1111/ssm.18318 |
| ISSN: | 0036-6803 1949-8594 |
| Abstract: | Incorporating authentic research skills and practices into K-12 science, technology, engineering, and mathematics (STEM) instruction is a challenging yet crucial approach for introducing students to authentic science inquiry. While recommendations for emphasizing data literacy and quantitative reasoning in science classroom contexts are well-established, implementation remains challenging. Over the span of 4 years (2019-2023), a multi-institution team of teachers, education researchers, and forest scientists established a partnership with the overarching goal of integrating authentic forest research and data into middle and high school classrooms. The education researchers played a critical role in facilitating effective scientist and teacher interactions while addressing classroom implementation challenges. Importantly, the effectiveness and mutual benefits of the research partnership were greatly influenced by specific practices implemented by the education research team, and the assumption of different collaborative roles by all stakeholders involved. In this study, we examine these roles, relationships, and interactions of all stakeholders in the partnership, with "stakeholder" referring to participating teachers, education researchers, and collaborating forest scientists. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502626 |
| Database: | ERIC |
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| Abstract: | Incorporating authentic research skills and practices into K-12 science, technology, engineering, and mathematics (STEM) instruction is a challenging yet crucial approach for introducing students to authentic science inquiry. While recommendations for emphasizing data literacy and quantitative reasoning in science classroom contexts are well-established, implementation remains challenging. Over the span of 4 years (2019-2023), a multi-institution team of teachers, education researchers, and forest scientists established a partnership with the overarching goal of integrating authentic forest research and data into middle and high school classrooms. The education researchers played a critical role in facilitating effective scientist and teacher interactions while addressing classroom implementation challenges. Importantly, the effectiveness and mutual benefits of the research partnership were greatly influenced by specific practices implemented by the education research team, and the assumption of different collaborative roles by all stakeholders involved. In this study, we examine these roles, relationships, and interactions of all stakeholders in the partnership, with "stakeholder" referring to participating teachers, education researchers, and collaborating forest scientists. |
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| ISSN: | 0036-6803 1949-8594 |
| DOI: | 10.1111/ssm.18318 |
