Partnering Teachers and Scientists: Translating Carbohydrate

Mar 4, 2019 - Centre for Mathematics, Science, and Technology Education, Faculty of Education, University of Alberta, Edmonton , Alberta T6G 2G5 , Can...
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Partnering Teachers and Scientists: Translating Carbohydrate Research into Curriculum Resources for Secondary Science Classrooms Ryan B. Snitynsky,† Kerry Rose,‡ and Jerine M. Pegg*,‡ †

Canadian Glycomics Network, Department of Chemistry, University of Alberta, Edmonton, Alberta T6G 2G2, Canada Centre for Mathematics, Science, and Technology Education, Faculty of Education, University of Alberta, Edmonton, Alberta T6G 2G5, Canada

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‡

S Supporting Information *

ABSTRACT: Since 2015, a partnership between the Canadian Glycomics Network and the University of Alberta’s Centre for Mathematics, Science, and Technology Education has provided opportunities for high-school teachers to immerse themselves in academic research environments. Drawing upon this experience, the teacher participants have created a library of glycomics-themed bilingual teaching resources that are curriculum-linked and feature current, local research with global impact. These resources are shared freely on the Internet. This article presents an overview of the program and discusses feedback from participating teachers and researchers. KEYWORDS: High School/Introductory Chemistry, Interdisciplinary/Multidisciplinary, Public Understanding/Outreach, Inquiry-Based/Discovery Learning, Carbohydrates, Professional Development

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Scientist−Teacher Partnerships

n K−12 classrooms, students often learn about science in a way that is far removed from current science research. Although students may learn about scientific practices and important concepts, there is often a gap between the content covered in typical curriculum resources and current research.1 In this article, we present an ongoing collaboration between the Canadian Glycomics Network (GlycoNet) and the University of Alberta’s Centre for Mathematics, Science, and Technology Education (CMASTE). This program partners Canadian secondary-school teachers with glycomics researchers to create carbohydrate chemistry and glycobiology resources with accompanying teacher-support materials for use in high-school classrooms across Canada. These resources include laboratory activities, case studies, career profiles, webquests, and other explorations of current and emerging health-related issues under investigation in GlycoNet-affiliated laboratories.

Scientist−teacher partnerships encompass a broad range of activities in which scientists and teachers interact with the purpose of improving science education. These activities may entail one-time visits to classrooms by scientists,3−5 partnering of scientists and teachers,6,7 professional-development programs developed in coordination with scientists,8−10 and research experiences for teachers (RETs).11,12 The primary purpose of many scientist−teacher partnerships is to support the professional development of teachers and thereby support student science learning.13−15 Specifically, scientist−teacher partnerships may focus on developing understanding of scientific inquiry and the use of inquiry in teaching,11,16−18 developing understanding of the nature of science,19,20 and developing content knowledge.21,22 Scientist−teacher partnerships also provide opportunities for teachers and students to learn more about current science, scientific research, and science careers.23 For example, the National Science Foundation (NSF) emphasizes the role of RETs in bringing current science and engineering into the classroom by enhancing “the professional development of K−12 science educators through research experience at the emerging frontiers of science in order to bring new knowledge into the

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RELATED LITERATURE Incorporating current science research into K−12 lessons can provide opportunities for students to see the applications and relevance of the concepts they are learning, enhance understandings of the nature of science and scientific research, and increase awareness of science-related careers.2 Two primary approaches have been used to support the connection between current scientific research and K−12 classrooms: (1) scientist− teacher partnerships and (2) the creation of curriculum resources based on current scientific research. © XXXX American Chemical Society and Division of Chemical Education, Inc.

Received: September 28, 2018 Revised: December 19, 2018

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DOI: 10.1021/acs.jchemed.8b00793 J. Chem. Educ. XXXX, XXX, XXX−XXX

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classroom”15 while enabling “K−12 STEM teachers and community college faculty to translate their research experiences and new knowledge gained in university settings into their classroom activities”.14 Although scientist−teacher partnerships have been shown to directly benefit teachers, students, and the scientists who participate in them,24−26 researchers have also noted challenges with translating research experiences into classroom practice.12 In their review of the literature, Klein-Gardner et al. noted that few RETs required teachers to develop curriculum lessons and resources that utilized their research experience as a knowledge base.27 In a study by Caton, Brown, and Brown,17 scientists noted that it was challenging to make research relevant to students and their lack of knowledge about the needs of students was an obstacle to integrating investigations into school curricula. Furthermore, even in cases where teachers engage directly in curriculum development through their partnerships with scientists, the lesson resources are often used only for their own classrooms, and therefore the impact of these projects is limited to the relatively small numbers of teachers that are able to participate.

that carbohydrate structures play in biological processes is increasingly being recognized.35 This emerging field presents a largely untapped opportunity for engaging high-school students with science and technology. The Centre for Mathematics, Science, and Technology Education was established at the University of Alberta in 1990, with a mandate “to provide leadership in disseminating current research in science, mathematics and technology education, working with teachers locally and in developing countries, and facilitating opportunities for collaborative work between business, government and education”.36 Consistent with the NCE program’s pan-Canadian and interdisciplinary focus, 31 GlycoNet sought to utilize CMASTE’s expertise in leading large-scale educational projects to extend its education and outreach activities to high-school chemistry and biology teachers across the country. The current outreach program is based upon a similar collaboration between CMASTE and the Alberta Glycomics Centre that was carried out between 2007 and 2010, involving teachers in Edmonton and the surrounding area. The objectives for both the local and national programs are to (1) provide an opportunity for high-school science teachers to learn more about carbohydrate science (glycomics), (2) create highschool teaching resources that are linked to provincial curricula, and (3) demonstrate the global impact of local research by using glycomics as a gateway to the broader study of chemistry and biology. To date, 44 resources have been created and 12 teachers from British Columbia (2), Alberta (2), Saskatchewan (2), Ontario (4), and Quebec (2) have participated in the program.

Creating Curriculum Resources

Another approach to bringing current science into the classroom (and one that has the ability to reach a larger number of teachers) is the creation of curriculum resources that can be distributed broadly. Various approaches have been taken to accomplish this goal. For example, the AAAS Science in the Classroom project supports the development of annotated research articles from the Science family of journals to help educators, undergraduates, and advanced high-school students better understand current research literature.28 CurioCity, a Canadian-based website, houses articles that are based on current science and science-related social issues and are written at a reading level appropriate for junior high and high-school students.29 In the AAAS and CurioCity projects, articles are primarily prepared by science faculty and graduate students. However, as the model presented by Christian describes, curriculum resources that accurately portray current science and are educationally sound benefit from input from both educators and researchers.30 The program that we describe in this paper utilizes an RET-based scientist− teacher-partnership model along with support for producing curriculum resources based on research experience. This model allows for the collaborative development of curriculum resources by teachers and scientists, utilizing the expertise of both, and has resulted in resources that highlight current, local research that can be shared and used by teachers across Canada and elsewhere.

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PROGRAM ACTIVITIES

Initiation

Annual activities are initiated in early spring with the selection of two host institutions within GlycoNet. Although some institutions have had only one principal investigator volunteer, securing the involvement of two to three investigators provides the teachers with more opportunities for curriculum linkage while also highlighting the interdisciplinary nature of glycomics research. Two local teachers are then recruited at each site through advertisements placed with school boards in that area. Following teacher recruitment, an introductory meeting is held at each participating research institution in early July to make formal introductions between the teachers, researchers, and CMASTE and GlycoNet program administrators. Participating principal investigators, as well as graduate students, postdoctoral fellows, and other personnel working in the investigators’ laboratories, are invited to present their research and engage in a Q&A session with the teachers. Roles and expectations are also laid out during this meeting and are summarized in Table 1. A sample itinerary is provided in the Supporting Information (S2).

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PROGRAM CONTEXT AND GOALS The Canadian Glycomics Network was launched in the spring of 2015 and is funded through the Canadian federal Networks of Centres of Excellence (NCE) program.31 GlycoNet currently consists of more than 140 principal investigators at 31 institutions across Canada. The Network’s vision is to “deliver solutions to important health issues and improve the quality of life of Canadians through glycomics”.32 Glycomics as a field is much less developed than other -omics areas such as genomics and proteomics, owing in large part to the structural complexity and chemical diversity of glycans (carbohydrate chains) found in nature. 33,34 As the technology for investigating glycan structure and function improves, the role

Lab Activities and Resource Production

Following the introductory meeting, the teachers and researchers schedule lab visits at mutually agreeable times throughout July and August. These visits immerse the teachers into the research environment, allowing them to generate ideas for resources while experiencing firsthand how research is conducted in an academic setting. Typical activities that the teachers engage in include (but are not limited to) shadowing researchers in the lab, interviewing lab members and principal investigators, participating in group meetings, touring speciB

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mission to the project manager at CMASTE for a final copy edit. Translation from English to French (or vice versa, in the case of resources produced in Quebec) allows these materials to be taught in either official language. Direct financial support to the teachers was provided at a level of $5,000 CAD per teacher, for the production of four resources over the months of July and August. This level of stipend is typical of related programs such as RETs, which often include teacher stipends for participation that may range from $1,000 to $10,000.22,14 Additional program expenses, including travel, translation, and conference support, were highly variable from year to year.

Table 1. Roles and Responsibilities Role

Responsibilities

Teacher

Host investigators

Lab personnel

Program administrators (GlycoNet and CMASTE)

Learn about the host laboratory, the research being conducted there, and the lab personnel Develop four teaching resources with accompanying support materials Present resources at local and provincial teacher conferences and in-services Facilitate introductory on-site meetings Provide opportunities for teachers to engage with the research labs and interact with lab personnel Provide scientific edits for the resources produced Introduce teachers to the host laboratory, the research being conducted there, and the lab personnel Monitor and assist teachers during in-lab resource development Select host laboratories (GlycoNet) Select teachers (CMASTE) Assist with organizing the introductory meetings Support resource development through frequent meetings Perform final copy edits for resource style and formatting Manage financial obligations Disseminate resources online

Dissemination

The complete resources are freely shared on both the CMASTE and GlycoNet websites (https://cmaste.ualberta. ca/ and http://canadianglycomics.ca/, respectively). Documents are posted in Microsoft Word format to allow for subsequent modification to fit individual classroom needs. Additionally, teachers participating in this program are encouraged to present their resources at local and provincial teacher conferences and on professional-development days; past examples include conferences held by the Science Teachers Association of Ontario, the British Columbia Science Teachers’ Association, and the Alberta Teachers’ Association Science Council. CMASTE members have also presented this material at conferences and to preservice teachers at the University of Alberta. Conferences and in-services are ideal opportunities to reach the target user group, namely, other high-school science teachers, and have led to valuable discussions that helped refine resource guidelines and inform future iterations of the program.

alized institutional facilities, and trying out basic experiments under supervision. As the NCE program emphasizes the translation and commercialization of academic research, the teachers may also observe interactions between academic researchers and industrial partners. Within a couple of weeks in this environment, the teachers identify connections between the research being conducted in the lab and their provincial science curricula. They begin to work independently to develop these ideas into classroom resources. As the resource-development progresses, the teachers are able to consult and ask for feedback from the researchers and use the lab space to refine their activities. Some teacher cohorts opted to share their resources with each other through Google Drive, enabling collaboration among teachers in different laboratories. The CMASTE project manager provides ongoing feedback during resource development. Once teachers complete their resources, the host investigator (or another senior lab member) reviews each resource and accompanying materials for scientific accuracy before sub-

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RESOURCE DESCRIPTIONS At the introductory meeting, teachers are provided with templates and guidelines for the creation of each type of resource listed in Table 2, although they also have the freedom to develop other types of activities. An explicit connection to GlycoNet research is a common requirement for all resources, in addition to linkages to curricular outcomes in the province of creation. These linkages are described in detail in the teacher-support materials that accompany each lesson, along with background information for the instructor, lesson objectives and outcomes, and lesson sequence and timing.

Table 2. Descriptions of Each Type of Resource Resource Type

Description

Specific Considerations

Investigations and Lab Exercises

Lessons that engage students in creating an investigation, collecting data, analyzing results, or forming conclusions.

Case Studies

Specific scenarios or situations that engage students in problem-solving and analysis of social, scientific, or other issues. Activity in which students explore an issue and respond to given information using a number of possible approaches, such as debating, role-playing, or risk−benefit analysis.

Should be activities that are able to be carried out in a typical secondary-school lab environment with readily available materials. Extension activities could involve more technologically advanced equipment. Should have a real-world connection and include a range of questions that address science concepts, STSE issues, and problem-solving. Students may be asked to find most of the information on the issue, or they may be provided with information and asked to consider different perspectives. Activities should require students to conduct independent research. Creation of a video resource is highly encouraged. Information about the scientist’s research could be used to extend the activity.

Explore an Issue

Career Connections

WebQuest

Biographical vignettes of GlycoNet researchers that provide students with information about science careers. They can also supplement information about the topics in other GlycoNet resources, as well as provide opportunities for the discussion of the nature of science and the role of science in society. Inquiry-oriented lesson format in which students investigate a question or issue by viewing web resources.

C

Should emphasize higher-order thinking (such as analysis, creativity, or criticism) and information use as opposed to information gathering. Teachers should preselect Internet sources. Tasks should be structured to encourage group work (e.g., assign roles). DOI: 10.1021/acs.jchemed.8b00793 J. Chem. Educ. XXXX, XXX, XXX−XXX

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level resources. Some of the teachers discussed the high level of science knowledge needed to fully understand the research, but they did not perceive this as an impediment to their ability to create appropriate resources for high-school students: It was a challenge as the level of science is way outside the scope of the program of studies. I was able to understand the science going on, but I certainly felt there were a few gaps in my chemistry knowledge... the parts I did not understand completely, however, did not affect my ability to transition these activities to the highschool level. Bridging the gap between multidimensional research projects at a university and high-school science curriculum is a very big step. Finally, the utility of these resources in demonstrating the breadth of scientific careers available to students upon graduation was noted both by the scientists: I love my job and if I can help a student find their appropriate career path, that is a win. as well as by the teachers: Understanding the vast array of jobs available. Getting them excited in the many opportunities that postsecondary education in science can offer.

Support materials are organized into a lesson-plan format with rubrics and answer keys provided as assessment tools. The 5E lesson-plan model (Engagement, Exploration, Explanation, Elaboration, and Evaluation)37 is highly recommended but not required. The nature of science (NOS) and the ways that science and technology influence society and the environment (STSE) are integrated where appropriate.

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DISCUSSION

Feedback from Participating Scientists and Teachers

Teachers and scientists that had participated between 2015 and 2017 were surveyed regarding their experiences. When asked about the value of the program, the scientists emphasized the ways in which this program could improve student and public understanding of science, increase exposure to high-level science, and interest students in future careers: It is part of our responsibility as scientists to pass on knowledge and stimulate critical thinking. What better way than to work with a teacher who can translate what we do into grade school/high school curriculum. The teachers emphasized how the program allowed them to create teaching resources that supported students’ understanding of the multidisciplinary nature of science and current Canadian research. Ethics approval to evaluate student responses directly was not sought, but teachers did provide qualitative feedback regarding their students’ reactions to the lessons: The interdisciplinary facets of science were also significant, which changes the way I think about teaching science as discrete disciplines. Our curriculum states ‘students should investigate Canadian researchers’ and this is always difficult to include. These resources made this very simple and they are high quality and include researchers currently working in the field. They [students] really connected with these Canadian researchers and the work they do. The science is super cool and creativity and innovation is part of the day to day experience so should be encouraged in high schools as often as possible. [Students were] excited in the many opportunities that postsecondary education in science can offer. The teachers and scientists also described various ways in which participating in the program directly impacted them. The scientists described how participating in the program increased their attention to how they communicate science to nonacademic audiences. One scientist stated: It reminded me to encourage team members to think about how do you [sic] communicate what we do to those who are not university trained. The teachers described ways that participating in the program impacted their teaching and their understanding of current scientific research, which led to unexpected benefits: I was able to integrate hands on learning to recent research. Has helped me develop connections between curriculum and [the] real world and drawing connections more authentically. It led me and a group of students to apply for a student engagement grant where we invite professionals in to connect to students. We had 5 events from gr. 10−12. The teachers also described some challenges that they experienced in creating resources, including the translation of the research that they were learning about into high-school-

Evaluation and Future Directions

Discussions with participants have identified several challenges inherent to this program (and others like it) that might require careful attention on the part of program managers. First, a technical-language barrier often exists between teachers and researchers, and communication in plain language must be encouraged. Providing opportunities for a two-way flow of information, where the researchers not only impart their scientific knowledge but also learn about the high-school curriculum and the concepts discussed therein, could prove beneficial in this respect. Second, although incredibly useful in helping students to understand the connections among disciplines, the interdisciplinary nature of fields such as glycomics can make it difficult to create resources that will work within single-discipline secondary classrooms. Simple and concise background information may need to be incorporated into some lessons to benefit students who have only taken science classes in a single discipline. Access to equipment and reagents can also present a challenge for teachers in schools with limited science budgets. Suggestions for alternative materials or tests can be included with the laboratory activities and sample data provided for experiments using instruments that may not be available in every classroom. Additionally, a challenge in making the resources publicly available is that students may be able to find the answer keys, although embedding the resources within tabs may make most simple web searches unsuccessful. Teachers may want to take this fact into consideration when planning lessons. Finally, funding to support initiatives of this type may be more limited for smaller organizations, and additional ways of leveraging funding may need to be sought out from institutions, school boards, and organizations devoted to science teaching. One drawback of the described program is the relatively small number of teachers involved. Therefore, in 2018 the program has begun to explore two models for expanding the reach of the program: (1) full-day professional-development sessions at GlycoNet-affiliated laboratories and (2) half-day workshops in schools. These events are advertised through D

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Scientist−Teacher Partnership. J. Sci. Teach. Educ. 2014, 25 (3), 239− 262. (3) Lambert, L.; Guiffre, H. Computer Science Outreach in an Elementary School. J. Comput. Sci. Coll. 2009, 24 (3), 118−124. (4) Laursen, S.; Liston, C.; Thiry, H.; Graf, J. What Good Is a Scientist in the Classroom? Participant Outcomes and Program Design Features for a Short-Duration Science Outreach Intervention in K−12 Classrooms. CBE−Life Sci. Educ. 2007, 6 (1), 49−64. (5) Metz, C. J.; Downes, S.; Metz, M. J. The In’s and Out’s of Science Outreach: Assessment of an Engaging New Program. Adv. Physiol. Educ. 2018, 42 (3), 487−492. (6) The Power of Partnerships: A Guide from the NSF Graduate Stem Fellows in K−12 Education (GK−12) Program; American Association for the Advancement of Science (AAAS), 2013. http://www.gk12. org/2013/06/10/the-power-of-partnerships-a-guide-from-the-nsf-gk12-program/ (accessed Nov 2018). (7) Ufnar, J. A.; Shepherd, V. L. The Scientist in the Classroom Partnership program: An Innovative Teacher Professional Development Model. Prof. Dev. Educ. 2018, in press, DOI: 10.1080/ 19415257.2018.1474487. (8) Burrows, A. C. Partnerships: A Systemic Study of Two Professional Developments with University Faculty and K−12 Teachers of Science, Technology, Engineering, and Mathematics. Probl. Educ. 21st Century 2015, 65 (1), 28−38. (9) Houseal, A. K.; Abd-El-Khalick, F.; Destefano, L. Impact of a Student−Teacher−Scientist Partnership on Students’ and Teachers’ Content Knowledge, Attitudes Toward Science, and Pedagogical Practices. J. Res. Sci. Teach. 2014, 51 (1), 84−115. (10) Pegg, J. M.; Schmoock, H. I.; Gummer, E. S. Scientists and Science Educators Mentoring Secondary Science Teachers. Sch. Sci. Math. 2010, 110 (2), 98−109. (11) Herrington, D. G.; Bancroft, S. F.; Edwards, M. M.; Schairer, C. J. I Want to be the Inquiry Guy! How Research Experiences for Teachers Change Beliefs, Attitudes, and Values About Teaching Science as Inquiry. J. Sci. Teacher Educ. 2016, 27 (2), 183−204. (12) Southerland, S. A.; Granger, E. M.; Hughes, R.; Enderle, P.; Ke, F.; Roseler, K.; Saka, Y.; Tekkumru-Kisa, M. Essential Aspects of Science Teacher Professional Development: Making Research Participation Instructionally Effective. AERA Open 2016, 2 (4), 233285841667420. (13) Drayton, B.; Falk, J. Dimensions That Shape Teacher−Scientist Collaborations for Teacher Enhancement. Sci. Educ. 2006, 90 (4), 734−761. (14) Research Experiences for Teachers (RET) in Engineering and Computer Science. National Science Foundation. https://www.nsf.gov/ funding/pgm_summ.jsp?pims_id=505170 (accessed Nov 2018). (15) Research Experience for Teachers (RET): Funding Opportunity in the Biological Sciences. National Science Foundation. https:// www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf18089 (accessed Nov 2018). (16) Blanchard, M. R.; Southerland, S. A.; Granger, E. M. No Silver Bullet for Inquiry: Making Sense of Teacher Change Following an Inquiry-based Research Experience for Teachers. Sci. Educ. 2009, 93 (2), 322−360. (17) Caton, E.; Brewer, C.; Brown, F. Building Teacher-Scientist Partnerships: Teaching about Energy Through Inquiry. Sch. Sci. Math. 2000, 100 (1), 7−15. (18) Cutucache, C. E.; Leas, H. D.; Grandgenett, N. F.; Nelson, K. L.; Rodie, S.; Shuster, R.; Schaben, C.; Tapprich, W. E. Genuine Faculty-Mentored Research Experiences for In-Service Science Teachers: Increases in Science Knowledge, Perception, and Confidence Levels. J. Sci. Teacher Educ. 2017, 28 (8), 724−744. (19) Pegg, J. M.; Gummer, E. S. The Influence of a Multidisciplinary Scientific Research Experience on Teachers’ Views of Nature of Science. Mont. Math. Enthusiast 2010, 7 (2−3), 447−460. (20) Schwartz, R. S.; Westerlund, J. F.; García, D. M.; Taylor, T. A. The Impact of Full Immersion Scientific Research Experiences on Teachers’ Views of the Nature of Science. Electron. J. Sci. Educ. 2010, 14 (2), 1−40.

local school districts to high-school teachers in the surrounding area. The full-day workshops present opportunities for teacher−scientist interactions and hands-on demonstrations of how selected resources can be used to support classroom learning objectives. The half-day workshops provide opportunities for teachers who cannot attend the full-day universitybased workshops, especially in rural and northern areas, to learn about the teaching resources. These activities are currently in the pilot stage, and further details and analysis will be communicated at a later date.

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CONCLUSIONS On the basis of the feedback from teacher participants, there is an interest among practicing teachers and their peers in participating in this program and making use of the resource library to support classroom instruction. Comments from principal investigators indicate that they also see value in the program as a tool for communicating science and creating enthusiasm for science-oriented careers. The focus on current, local research and explicit links to provincial curricula were seen as program strengths, and the emphasis on STEM careers assisted teachers with meeting career-oriented learning objectives. This program demonstrates that collaborations between teachers and scientists can act as a bridge between current science research and K−12 classrooms.

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ASSOCIATED CONTENT

S Supporting Information *

The Supporting Information is available on the ACS Publications website at DOI: 10.1021/acs.jchemed.8b00793. Sample itinerary for the introductory meeting, yearly timeline, survey questions, and resource list specifying the course and level for each resource (PDF, DOCX)

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AUTHOR INFORMATION

Corresponding Author

*E-mail: [email protected]. ORCID

Jerine M. Pegg: 0000-0002-3450-0180 Notes

All of the resources and teacher-support materials created through this project are freely available online at http:// canadianglycomics.ca/high-school-resources-2/ and http:// cmaste.ualberta.ca/content/teacher-resources. The authors declare no competing financial interest.

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ACKNOWLEDGMENTS The authors would like to thank Robert Ritter and Robert Bechtel for their assistance in initiating this program, as well as the teachers and researchers who have contributed to this project over the last four years. Funding for these activities is provided by GlycoNet (DOI: 10.13039/501100009056) through the Canadian federal Networks of Centres of Excellence program.

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REFERENCES

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