UCD/Northern California Science Project for Pre-College Secondary Honors Teachers of Physical Science

该领导活动项目将为来自加利福尼亚州中部和北部15个县的40名模范中学物理教师提供增强和专业发展经验。多年期项目的总体目标包括更新和深化参与者的物理科学背景和教学方法，建立参与者和大学科学教员之间的网络，参与者在其母校举办在职讲习班，对荣誉教师参与者给予适当认可，向附近学校系统传播项目材料和成果，以及在精心规划的文件范围内调查模式化方法，评估和评估工作。教师和学校委员会对参与者的选择将基于详细的申请，要求教师和学校表达对实施项目重点的承诺。参加者将与大学科学家、一名全职科学课程专家和四名指导教师合作，完成为期三周的暑期讲习班和每月为期一天的会议，旨在增进他们对物理科学的概念理解，制定教学战略和材料，彻底理解基本概念和原则，并制定材料和技术，用于介绍在职讲习班。参与者将获得加州大学戴维斯分校的学分。在参与者将设计和举办的在职研讨会期间，科学课程专家和其他项目工作人员将提供咨询和支持。与会者将在他们的教室和与他们的同龄人一起的研讨会上接受访问和观察。对这些观察和教师报告的仔细记录和分析将为详细的项目评估提供重要的基础。

This Leadership Activities project will provide enhancement and professional development experiences for 40 exemplary secondary school physical science teachers from 15 counties throughout central and northern California. The overall goals of the multiyear project involve the updating and deepening of the participants' physical science backgrounds and teaching methodologies, the networking of the participants and university science faculty, the conduct of in-service workshops by the participants in their home schools, appropriate recognition for honors teacher participants, the dissemination of the project materials and results to nearby school systems, and the investigation of the modelistic approach within a carefully planned documentation, assessment and evaluation effort. Selections of participants by a faculty and school committee will be based upon detailed applications requiring expressions of teacher and school commitments to implement project emphases. Working with university scientists, a full-time science curriculum specialist and four mentor teachers, the participants will complete a three-week summer workshop and monthly day-long meetings designed to increase their conceptual understanding of physical sciences, to develop strategies and materials for teaching thorough understanding of fundamental concepts and principles, and to develop materials and techniques for use in their presentation of in-service workshops. Participants will earn academic credits from the University of California, Davis. During the in-service workshops which the participants will design and conduct, the science curriculum specialist and other project staff will be available for consultation and support. Participants will be visited and observed in their classrooms and in their workshops with their peers. Careful documentation and analysis of these observations and of teacher reports will provide a significant basis for a detailed project evaluation.