Teaching Science with TOYS (Terrific Opportunities for Youthin Science)

“用玩具教科学”是一项为期三年的教师提升项目，涉及迈阿密大学牛津、汉密尔顿和米德尔顿校区化学和物理系的教师以及大学预科的硕士教师。主要的项目活动是为K-12教师举办的一系列“用玩具教学科学”研讨会。在1992年和1993年的夏季，为期三周的讲习班将有来自全国的40名教师和8所附属大学参加。在（1991-92）、（1992- 93）和（1993-94）学年，区域讲习班将包括16个小组，每个小组4名教师和（2-4）所大学附属机构。发展活动于1991年6月1日开始。在工作坊中，参加者将学习到市面上可买到的玩具所包含的化学和物理原理；他们还学习和实践教学策略，通过以探究为导向，以玩具为基础的活动吸引学生参与物理科学教育。K-12年级的教师将以地区内团队的形式参与，以加强学校中动手合作科学教育的存在。无论是个人还是集体，他们都将致力于共同努力，加强他们的内容知识，学习教学策略，并开发在学校系统现有课程中应用这些策略的方法，并在学校系统中发挥领导作用。在完成工作坊后，这些小组将成为资源人员，并为他们所在地区的其他人举办同行领导的工作坊，从而使项目的效果超出了直接参与的范围。将产生三个书面产品。首先，将编写一份促进者手册，使大学附属机构能够在区域内复制该项目。其次，一系列基于玩具的活动报告将被测试和修改，用于大学预科的课堂。这些将在研讨会中使用，并纳入教师资源模块（TRM）的第三个书面产品。TRM将为教师提供内容背景和课堂活动，以补充他们现有的科学课程。每个模块将包含一个一般的内容回顾，教学方法应用的内容在课堂上，以及相关的玩具为基础的活动。玩具项目及其材料将通过持续的多步骤过程进行评估，以便持续监测实现目标的进展情况。将特别注意评估第二代同侪领导的工作坊的影响。费用分摊相当于国家科学基金会奖金的179%。

Teaching Science with TOYS is a three-year teacher enhancement project for K-12 teachers involving faculty from the Departments of Chemistry and Physics on the Oxford, Hamilton, and Middleton campuses of Miami University as well as master pre-college teachers. The primary project activity is a series of Teaching Science with TOYS workshops for K-12 teachers. During the summers of 1992 and 1993, the three- week workshops will have 40 teachers and eight university affiliates from a nationwide pool. During (1991-92), (1992- 93) and (1993-94) academic year (AY), regional workshops will include 16 teams of 4-teachers each and (2-4) university affiliates. Development activities begin June 1, 1991. In the workshops participants will learn the principles of chemistry and physics embodied in commercially-available toys; they also learn and practice pedagogical strategies for engaging students in physical science education through inquiry-oriented, toy-based activities. Teachers of grades K-12 will participate as intra-district teams to strengthen the presence of hands-on collaborative science education in the schools. Individually and collectively they will be dedicated to working together to strengthen their content knowledge, to learn pedagogical strategies and develop means for applying those strategies within their school system's present curriculum, and to assume a leadership role within their school system. Upon completing the workshop, these teams will become resource persons and conduct peer-led workshops for others in their district, thus multiplying the effect of the project beyond the scope of the direct participation. Three written products will result. First, a facilitators' handbook will be developed to enable University Affiliates to replicate the project regionally. Second, a collection of toy-based activity write-ups will be tested and revised for use in pre-college classrooms. These will be used in the workshop and incorporated into the Teacher Resource Modules, (TRM) the third written product. The TRM will provide teachers with content background and classroom activities to supplement their existing science curriculum. Each module will contain a general content review, pedagogical methods for applying the content in the classrooms, and related toy- based activities. The TOYS program and its materials will be evaluated through on-going, multi-step process that will allow continual monitoring of progress towards goals. Special attention will be given to evaluating the impact of second generation peer- led workshops. Cost-sharing equals 179% of the NSF award.