A College-Local School Model of Summer Research for Science Teachers

为了帮助抵消据报中学入学率下降的情况， 科学教育高中科学教师骨干 将有机会直接接触新的 他们领域的发展。 在未来两年，教师将积极参与 在联合学院教师进行的研究项目中， 谢内克塔迪，纽约。在暑假期间，教师将 涉及高能物理等领域， 光化学、生态学、地质野外测绘和 天体物理学 参与的中学教师和大学 教师将在八个月内定期开会， 在夏季研究经验之前， 熟悉计算机系统、图书馆和 laboratories. 参与者将能够讨论阅读材料 和他们的导师的研究背景。 一个 这个“动手”计划的一个重要特点是教师， 教师比例为1：1 一些分享 责任将被期望和教师将有 有机会成为一名“初级”合作者。 虽然 不会有传统的课堂环境， 每天的讨论将有助于传播和分享 教师和教师之间的信息。 教师将根据他们对以下方面的承诺进行选择： 这一计划和他们的能力，以促进和受益 from the research研究experience经验. 为了鼓励学区 更加支持科学教育， 的参与者将同意五天的释放时间， 参与规划和实施活动的人员 与暑期研究经历有关。 此外，本发明还提供了一种方法， 学区必须为每两个项目拨款200至500美元， 科学设备和用品，以纳入一些 把研究经验方面的问题引入课堂。 通过该计划，教师将获得能力， 作为他们学校和地区的资源人员。 大学教师和大学教师之间建立的联系 教师，以及一些后续活动将确保 进一步加强高校与地方学校的互动。 实例是 由工会教师在家庭学校的讲座 参与者，借用教室设备 示范和研究参与资优高中 学校学生。 由于许多教师没有参与 在研究活动中，这种类型的计划应该产生 承诺，研究经验丰富，更有能力和自我- 科学教师放心。 联合学院和学校 所涉及的系统贡献了相当于 约占NSF奖金的9%。

In order to help counteract the reported decline in secondary science education a cadre of high school science teachers will be afford the opportunity for direct encounters with new developments in their fields. During the next two years, teachers will actively participate in research projects conducted by faculty at Union College, Schenectady, New York. During the summer, teachers will be involved in such areas as high energy physics, photochemistry, ecology, geological field mapping and astrophysics. Participating secondary teachers and college faculty will meet periodically during the eight months preceding the summer research experience to facilitate familiarization with the computer systems, library, and laboratories. Participants will be able to discuss readings and background of the research with their mentors. An important feature of this "hands-on" program is a teacher to faculty ratio of one to one. Some sharing of responsibilities will be expected and the teacher will have the opportunity to become a "junior" collaborator. Although there will not be a traditional classroom setting, scheduled daily discussions will help to disseminate and share information between the teachers and the faculty. Teachers will be selected on the basis of their commitment to this program and their ability to contribute to and benefit from the research experience. To encourage school districts to be more supportive of science education, superintendents of participants will agree to five days of release time for participants for planning and implementation activities related to the summer research experience. In addition, school districts must allocate $200 to $500 for each of two years for science equipment and supplies to incorporate some aspect of the research experience into the classroom. Through the program teachers will obtain the competence to serve as resource persons for their schools and the area. The ties established between college faculty and the teachers, as well as several follow-up activities will ensure further college-local school interactions. Examples are lectures given by Union faculty at the home schools of the participants, borrowing of equipment for classroom demonstrations, and research participation for gifted high school students. Since many teachers have not been involved in research activities, this type of program should produce committed, research experienced and more competent and self- assured science teachers. Union College and the school systems involved have contributed an amount equal to approximately 9% of the NSF award.