Research indicates that a number of misconceptions that scientists and engineers may hold regarding education can stand in the way of successful outreach efforts. 

• The belief that science teachers are under-qualified and need to be provided with simple, watered down content is both inaccurate and detrimental to outreach efforts, as it leads to the development of outreach that is of little use for teachers. Scientists and engineers working with teachers can instead model the scientific inquiry process and provide hands on experience working with inquiry in order to enhance their knowledge in a way that can be applied across contexts.
• There is a tendency to overlook problems that teachers face regarding resources, which can also stand in the way of scientists providing useful outreach. Positive outreach contributions should enhance the teacher’s ability to provide quality education using available resources. Any additional resources needed should be provided as part of the outreach process.
• The belief that scientists and engineers are suited to develop new curriculum is not always accurate, and a number of quality curricula are already provided by a number of different organizations. Instead, scientists and engineers should help in the effective implementation of quality curricula. Outreach can take the form of co-facilitator, with the scientist or engineer modeling the scientific process as the teacher conducts the pedagogical and classroom management components.
• There is a common misconception that science is an elite field in which only certain individuals can participate. Strong outreach contributions can be made by scientists and engineers who combat this perception by treating all participants with equal respect and conveying accurate scientific knowledge in a manner that is accessible to all members of the school community.
• Bower, J. “Scientists and Science Education Reform: Myths, Methods, Madness“. National Academies.