This research project examines the impact of participation in various types of science-rich professional development activities and affiliations with a larger science educator comunity on the science knowledge, pedagogical knowledge and classsroom practices of novice science researchers. Specifically the program follows a diverse population of novice middle and high school science teachers and their students as they participate in programs offered through the Exploratorium. The outcomes provide data regarding the importance of specific components of professional development programs that are the most effective in supporting the induction of science teachers. The project uses collaboration between an informal science education insitution and a research university to carry out the research.
