PMC9762642_01
Scientists and teachers collecting fossils along the Panama Canal, 2013 (Joe Kays photo, University of Florida)
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Fig1
Participants also learned about, and were exposed to, all aspects of the process (nature) of science, ranging from field explorations (Fig. 1), to systematic identifications, to the scientific interpretation of the importance of these fossils.
Comparison of the traditional hierarchical vs. the mutual benefit model of scientist-teacher partnerships
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Fig3
Likewise, the classic concept of scientist-teacher PD representing primarily an expert-novice learner model with a unidirectional flow of information and expertise is outmoded and has given way to non-hierarchical collaboration (Fig. 3; MacFadden; Abramowitz et al.).