Ten simple rules for partnering with K–12 teachers to support broader impact goals

by Alexa R. Warwick, Angela Kolonich, Kristin M. Bass, Louise S. Mead, Frieda Reichsman

Contributing to broader impacts is an important aspect of scientific research. Engaging practicing K–12 teachers as part of a research project can be an effective approach for addressing broader impacts requirements of grants, while also advancing researcher and teacher professional growth. Our focus is on leveraging teachers’ professional expertise to develop science education materials grounded in emerging scientific research. In this paper, we describe ten simple rules for planning, implementing, and evaluating teacher engagement to support the broader impact goals of your research project. These collaborations can lead to the development of instructional materials or activities for students in the classroom or provide science research opportunities for teachers. We share our successes and lessons learned while collaborating with high school biology teachers to create technology-based, instructional materials developed from basic biological research. The rules we describe are applicable across teacher partnerships at any grade level in that they emphasize eliciting and respecting teachers’ professionalism and expertise.

Paper source
Plos Journal

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