Marrying Science with Science Education
John W. Moore University of Wisconsin-Madison, Madison, WI 53706-1396
Note:	Order Item Number: SP-13 Ordering Information This video is included in Chemistry Comes Alive! Volume 5.
HIV-1 Protease: An Enzyme at Work is unique in several respects. It is the first videotape JCE: Software has published, and some might be surprised at what seems like regression to an earlier medium on the part of a journal known for cutting-edge technology. It is also the first issue we have published where the principal author was a science education student who developed the content as part of an unusual program in an education school. With regard to medium of publication, JCE: Software aims to make use of whatever media will best help students to learn chemistry and chemistry-related subjects. If that be software, fine; if it be video or multimedia, that's fine too; if the printed word would be just as effective, then we do not publish, but rather suggest that an author make use of the more traditional medium. In this case there is a linear story to be told, videotape can tell it very well, and videotape is the medium of choice. It should also be noted that the printed User Manual contains background information, descriptions of hands-on student activities, accompanying teacher notes, and masters for overhead transparencies supplementary material that involves additional media. More important than the medium of delivery of HIV-1 Protease is the process by which it was developed. Of necessity a project like this involves contributions from many people, but the prime mover in this case was Erica Bode Jacobsen, a science education student at the University of Wisconsin-Madison. Her effort was instigated and supported by the Science Education Scholars Program (SESP) of the Department of Curriculum and Instruction at UW-Madison. The SESP aims to provide science education students with experience in a science research setting in order to give those students a better understanding of how research works and to help them to portray science to their own students in a more realistic light. In this case that goal was achieved many times over. The Science Education Scholars Program was conceived by James Stewart and Paul Williams, both of the UW-Madison, as a collaborative undertaking between science education students, science teachers, and research faculty. In this case Eric collaborated with Professor Clark Landis, Monty Wright, Jerrold Jacobsen, and several others in the Chemistry Department, Professor Daniel Rich and several of his colleagues in the School of Pharmacy, and Julie Jensen, a teacher at Middleton High School near Madison. The materials that you see here developed out of her experience in a research setting. Erica's efforts were guided by a practicing high school teacher and were aided by expertise in computing, graphics, and video contributed by a graduate student and an academic staff member. I am very enthusiastic about the Science Education Scholars Program. This issue's excellent content attests to the fact that when a science education student finds a supportive place in a research lab and can collaborate with a practicing teacher, there is a tremendous opportunity for developing inspiring and effective learning materials. HIV-1 Protease: An Enzyme at Work is the result of a very productive marriage of pedagogy with research that was made possible primarily by a student's interest, hard work, and persistence, but also involved contributions from a wide variety of faculty, staff, and graduate students. Those latter contributions should be encouraged and supported by all scientists and educators. In an era when scientific research seems to be valued less and less by business, industry, government, and the general public, it behooves us as scientists to support development of materials that bring cutting-edge science to schools, and to contribute, as the collaborators in this instance did, to the professional development of those who will be the school science teachers of tomorrow. Since education is faring no better than science in the public's view, it behooves us as educators to make connections between our students and scientists as extensively as possible. Such communication can result in truly excellent science teaching materials. More importantly they contribute to the professionalism of those who will be teaching science in years to come. I have long believed that a crucial part of the education of science teachers should be their inclusion in the profession of science as well as the profession of education. The Science Education Scholars Program aims to do just that, and we have here concrete evidence of just how successful it can be. If every reader of this editorial were to become involved in a similar project, think what benefits would accrue to science and education, and to students aspiring to science education as a career and profession.

First Published: February 1996

Citation: Moore, J. W. Marrying Science with Science Education J. Chem. Educ. Software SP13

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