Southern California Area Modern Physics Institute (SCAMPI)

南加州地区的50名物理教师将参加一个为期两年的学院(1989-91)，旨在改善他们在现代物理方面的内容背景和总体教学技能。少数族裔代表性较高的学区将是招募参与者的主要目标人群。该研究所的主攻方向将是现代物理学，这通常是教师背景最薄弱的领域。第一个暑假将集中于电学和磁学(E&amp；M)和光学，以及现代物理学的应用。第二个夏天将集中在相对论、量子理论、原子和核物理以及特别主题上。其中10名参与者将是经验丰富的指导教师，他们将担任教练，为四名经验较少的“跨界”教师团队提供支持和指导。在加州州立大学富勒顿举行的为期四周的暑期学院期间，每一项活动都将包括内容更新、实验室体验、备课、教学技巧讨论和解决问题的实践。内容的增强将通过使用“机械宇宙”来促进。由项目主任、教练和来访演讲者主持的讲座将为参与者提供不同的教学风格和不同的物理教学技巧。实验室体验旨在通过让参与者进行实验来最大限度地增加动手机会。在暑期研习期间，一群现场的高中物理学生将为参与者提供练习课程。在本学年期间，后续活动将包括使用互动电视每月举行视频会议、关于现代物理学当前问题的三次专题会议(计划在周末举行)以及教练和项目主任的实地访问。最后，作为后续议程的一部分，每个参与者都将接受教练和项目总监的探访，以便在自己的教室里观察。计划了几个传播战略。这些措施包括：将专题会议开放给两倍的参与者，要求他们向同事介绍该项目，在奥兰治和洛杉矶县教育委员会的赞助下建立南加州物理教师的交流网络，并召开加州州立大学19个校区的全系统会议，讨论该项目。项目评估将由远西教育研究与发展实验室在项目期间持续进行。费用分担约占国家科学基金会要求的34%。

Fifty physics teachers in the Southern California area will participate in a two-year Institute (1989-91) aimed at improving their content background in modern physics and their teaching skills in general. School districts with high minority representation will be the primary target population in recruiting participants. The main thrust of the Institute will be in modern physics which is generally the area in which teacher backgrounds are weakest. The first summer will focus on electricity and magnetism (E&M) and optics with applications to modern physics. The second summer will focus on relativity, quantum theory, atomic and nuclear physics and special topics. Ten of the participants will be experienced mentor teachers who will act as coaches by providing support and guidance for teams of four less experienced "crossover" teachers. Activities during each of the four-week summer institutes held at Cal State Fullerton will include content updating, laboratory experience, lesson preparation, discussion of pedagogical techniques and problem-solving practice. Content enhancement will be facilitated by use of "The Mechanical Universe". Lectures by project directors, coaches and visiting speakers will present participants with alternative teaching styles and different techniques for teaching physics. Laboratory experiences will aim at maximizing hands-on opportunity by having participants perform the experiments. A group of on-site high school physics students will provide practice sessions for the participants during the duration of the summer institute. During the academic year, follow-up activities will include use of interactive television for monthly video-conference meetings, three Topical Conferences (scheduled on weekend) on current issues in modern physics and site visits by coaches and project directors. Finally, as part of the follow-up agenda, each participant will receive visitations from coaches and project directors for observation in their own classrooms. Several dissemination strategies are planned. These include: opening the topical conferences to twice as many participants, requiring them to make presentations to their colleagues about the program, establishing a communications network of Southern California physics teachers under the auspices of the Orange and Los Angeles County Boards of Education, and having a system-wide conference of the 19 campuses of the California State University to discuss the project. Project evaluation will be performed by Far West Laboratory for Educational Research and Development on a continuous basis during the project. Cost-sharing is approximately 34% of the National Science Foundation request.