We learned that it is very difficult to strike a balance between providing sufficient program direction while at the same time developing a sense of participant teacher ownership in the project. In other words, the difficulty associated with striking a balance between to-down and bottom-up approaches that provide directio while still honoring local contexts.
On the positive side it is enlightening to see how targeted funding combined with local ownership can significantly impact both the quantity and quality of science education in school systems that historically have faced limited resources.
One challenge was the lack of clearly defined roles and expectations of the participants especially those who were placed in the role of "lead teachers".
Once having recognized the limited resources available to teachers in these school systems, the lack of clearly defined criteria for what would be considered "acceptable use of funds" for curriculum development and what "excellent" curriculum materials and "best practices" looked like in the classroom.
That it is extremely difficult to maintain enthusiasm and continuity when key personnel are replaced during the final year of a project especially when that final year is the result of a request for continuation.
Botony unit with lesson plans that deals with culturally appropriate science content. Includes videotape.
American Indian medical student classroom directed science activities and article which served as role/mentor for disadvantaged American children. included were hands on activities.
