American Astronomical Society Teacher Resource Agents (A-ASTRA)

小行星9353377 A-ASTRA（美国天文学会教师资源代理）计划将在为期四周的夏季研究所之后，为教师在其地理区域成为天文学资源代理做好准备。 A-ASTRA项目的目标是：加强中小学的天文学教学，利用天文学实践活动为中小学教师举办天文学讲习班，鼓励参与者的专业精神，并加强专业天文学家、科学教育工作者和中小学教师之间的互动。 在三个夏季中的每一个夏季，三个地理位置不同的地点的25名参与者将与专业天文学家，天文学教育工作者和硕士教师的主要教学人员进行互动。 该研究所将使用教学材料（其中许多是由NSF基金开发的）来模拟实践天文学概念的教学，将提供研讨会演讲技巧的指导，并提供每个地点独特的天文学研究或教育经验。 这些活动可能包括由地区天文学家介绍当前的研究课题，实地考察和各种观测/研究经验。 这些研究中心（和研究中心主任）是：芝加哥洛约拉大学（大卫斯拉夫斯基）、北方亚利桑那大学（凯瑟琳·德吉奥亚-伊斯特伍德）和马里兰州大学（约翰·特拉斯科）。 每个站点将有一个领导团队，由站点主任和两名来自以前NSF天文学项目的教师组成。 这些教师顾问将分享他们在举办研讨会和课堂应用材料方面的经验。 我们将探讨如何确定适合不同年龄的主题，并为不同年级的教师举办工作坊。 主题教学材料，涉及从几个科学领域（综合科学）的概念，天文学提供了苏美尔研究所的核心。 咨询委员会由AAS教育咨询委员会的九名成员和两名小学/中学教师组成。 关于该计划的宣传，候选人的选择，一般计划的组织和评估将通过AAS教育办公室在国家一级进行协调。 PI不仅参与项目组织，还参与每个研究中心的指导阶段，特别是研讨会的方法。 参加后，教师将成为AAS的准会员，并参加AAS在明年夏天的会议。 在会议上，他们将报告自己的经验，无论是在课堂上，并在同行领导的研讨会，他们提出。 他们将参加特别设计的会议 让他们了解天文学的最新研究成果，并有机会与多位天文学家交流意见。 一个外部评估小组将通过对教学材料的检查、与 参与者、参加同行领导的讲习班的人的抽样以及书面评价工具。 教学团队的成员将参加同行领导的研讨会的样本，以访问其内容和教学的完整性。 每位参与教师将至少举办四次工作坊，预计每年将吸引18万名儿童中的6,000名教师参加。 ***

9353377 Hemenway The A-ASTRA (American Astronomical Society Teacher Resource Agents) program will prepare teachers to be astronomy resource agents in their geographic regions following a four-week summer institute. The objectives of the A-ASTRA project are: to enhance the teaching of astronomy in elementary and secondary schools, to provide astronomy workshops to elementary and secondary teachers using hands-on astronomy activities, to encourage the professionalism of the participants, and to increase interactions among professional astronomers, science educators, and elementary/secondary school teachers. For each of three summers, twenty-five participants at each of three geographical diverse sites will interact with the primary instructional staff of professional astronomers, astronomy educators, and master teachers. The institute will use instructional materials (many of which were developed with NSF funds) to model the teaching of hands-on astronomy concepts, will offer instruction in workshop presentations skills, and provide astronomical research or educational experiences unique to each site. These activities may include presentation of current research topics by area astronomers, field trips, and various observing/research experiences. The sites (and site directors) are: Loyola University of Chicago (David Slavsky), Northern Arizona University (Kathleen DeGioia-Eastwood), and the University of Maryland (John Trasco). Each site will have a leadership team consisting of the site director and two teachers from previous NSF astronomy programs. These teacher consultants will share their experiences in presenting workshops and classroom applications of the materials. Concerns about identifying topics suitable for different ages and presenting workshops to teachers of various grade levels will be addressed. Thematic instructional materials that relate concepts from several science fields (integrated science) to astronomy provide the core of the su mmer institute. An advisory board consists of the nine members of the AAS Education Advisory Board and two elementary/secondary teachers. Publicity about the program, selection of candidates, general program organization, and evaluation will be coordinated at the national level through the AAS Education Office. The PI will be involved not only in program organization, but also in the instruction phase at each site, especially in the methodology of workshops. Following their participation, the teachers will become associate members of the AAS and attend an AAS meeting in the following summer. At the meeting, they will report on their own experiences, both in the classroom and in the peer-led workshops they presented. They will attend sessions especially designed for them to learn about the latest research in astronomy and will have the opportunity to exchange ideas with many astronomers at the meeting. An outside evaluation team will assess the program through examination of instructional materials, interviews with participants, sampling of those attending peer-led workshops, and written evaluation instruments. Members of the instructional team will attend a sample of the peer-led workshops in order to access their content and pedagogical integrity. The participating teachers will each present at least four workshops which are expected to attract 6,000 teachers of 180,000 children per year. ***