K-16 Collaborations 2007 ARCHIVE

INQUIRY EDUCATION IN SCIENCE (AND ELSEWHERE)

One of a series of half day conversation among K12 and college/university educators about how to work together to assure better education for all students at all educational levels, with particular reference to science and mathematics.

THIS YEAR'S QUESTIONS:

• What is "inquiry education"?
• Is it a a method or an objective?
• Is it good for all students or only some?
• Is it good for all teachers or only some?

Small and large group discussion facilitated by Paul Grobstein, Alice Lesnick, Anne Dalke, and Wil Franklin.

Background readings:

• The Many Faces of Inductive Teaching and Learning
• Emergent Pedagogy

Get acquainted over coffee and continue conversation over lunch (both provided).

Public on-line forum for pre and post meeting discussion.

Registration requested to assure adequate provisions. Introduce yourself in the on-line forum below or email Paul Grobstein.

Open to all interested K-12 teachers, college faculty, students.

BACKGROUND:
Though often regarded and treated as separate activities, K-12 and college/university/graduate education are fundamentally and intricately interdependent. Those engaged in college/university/graduate education are themselves the products of K-12 education and K-12 educators are in turn the products of college/university/graduate education. The reciprocal relationships make it hard to imagine meaningful educational innovation without effective exchange of ideas and aspirations between K-12 and college/university/graduate educators.

Given their professional experiences, together with their experiences both as undergraduates and as students in education and other graduate programs, K-12 educators have a particularly advantageous perspective from which to make suggestions about how to improve both K-12 and college/university education. At the same time, college/university/graduate faculty have distinctive perspectives and resources that can be beneficial to K-12 educators. What is needed is greater conversation between the two groups, predicated on the presumption that such exchange is very much in the best interests of both, as well as of more effective experiences at all levels of the educational system.

For earlier conversations in this series see

• Minisymposium 2006
• Minisymposium 2005
• Symposia Report, 2003
  • Minisymposium 1
  • Minisymposium 2
• PKAL Regional Network Workshop, 2002
• Minisymposium 2001