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|Title:||Merging Teacher Professional Development with Designing Curriculum Incorporating Cutting-Edge Science in a Natural History Museum|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Killen, H., Soul, L., & Barclay, R. (2021). Merging Teacher Professional Development with Designing Curriculum Incorporating Cutting-Edge Science in a Natural History Museum. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 971-972). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||We brought together high school science teachers, paleoclimate scientists, and museum educators/researchers as a museum-based scientist/teacher inquiry group (or mSTIG) to merge a one-day teacher professional development opportunity at the Smithsonian’s National Museum of Natural History with curriculum design ideation to create formal lessons utilizing cutting-edge climate change science. Here we report the first of three benefits. We suggest our mSTIG model can be a powerful way to integrate leading scientific thought into formal curriculum and that natural history museums are compelling places for this type of synergy.|
|Appears in Collections:||ISLS Annual Meeting 2021|
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