Rather than enacting imaginative approaches, some teachers tend to engage in safe but unexciting transmission of science knowledge. This study examined a professional development programme wherein primary school teachers learned the skills and approaches of Dramatic Science. The findings indicate that the programme met its aim of helping teachers become more confident and creative in supporting children’s science learning.
This issue brief illustrates the power of strong, successful partnerships between afterschool programs and STEM-rich institutions. Additionally, the partnerships described offer promising and innovative models that can have a significant impact on both students and their instructors. Afterschool programs have a long and rich history of leveraging community resources to best meet the needs of the youth they serve. They recognize that STEM-rich institutions -- science centers and museums, universities and colleges, corporations and businesses, and government agencies -- have a lot to offer. All