MPWG: Science for Young Leaders

9353804沙利文西雅图大学为1993-94学年的有色人种女八年级学生提出了一个以活动为基础、以团队为中心的示范项目。该项目将为那些有能力且有上进心的学生提供服务，但如果没有特别的关注，他们可能会对科学和数学失去兴趣。该示范方案将扩展和加强由国家科学基金会支持的为期四周的暑期科学营，该夏令营将于1993年8月为同样的女孩提供服务。在这个名为“夏季科学飞溅：水的数学和物理”的夏令营中，学生们将通过小组讨论、实验和实地工作来了解水的物理特性、波浪的原理、水质问题以及水在西北生态中的作用。在示范项目中，每个学生都将通过开展一个具有挑战性的科学项目，在她特别感兴趣的与水有关的问题上，建立在夏季获得的知识和技能的基础上。这是我们的假设，一年的强化的兴奋所产生的暑期课程将提高许多学生对科学的持续兴趣。每个学生或一对学生将指导一个项目团队，该团队由一名中学教师、一名西雅图大学理科本科生和一名在社区工作的专业科学家组成。每个团队将紧密合作，在五个月的时间内设计并实施一个项目。可能的项目领域包括河流监测、水力发电、气象水、雪崩和海洋生物学。项目将包括阅读、实地工作、实验、团队讨论、模型构建和写作。课程设计师将与每个团队一起设计一个重要且适合时间框架的项目。该项目将在四个春季活动中达到高潮：1)学生向同学展示她的项目方法和结果；2)参加面向女中学生的职业研讨会“拓展你的视野”；3)华盛顿圣胡安群岛海洋科学与环境教育营体验；4)科学日，这是一个校内讨论会和庆祝活动，每个小组向整个小组展示其项目。除了科学内容的价值和投入科学的时间外，学生还将获得领导和项目管理技能，合作和团队工作的经验，口头演讲经验，以及与专业科学家作为朋友和榜样互动的经验。＊＊＊

9353804 Sullivan Seattle University proposes an activity-based, team-focused model program for female eighth grade students of color for academic year 1993-94. The program will serve students who are able and well motivated, but who might well lose interest in science and mathematics without special attention. The model program will extend and enhance a four-week NSF-supported Summer Science Camp, which will serve the same girls in August 1993. In that camp, called "Summer Science Splash: The Mathematics and Physics of Water," students will use group discussions, experimentation, and field work to learn about physical properties of water, principles of waves, issues of water quality, and the role of water in the Northwest ecology. In the model program, each student will build on knowledge and skills gained during the summer by carrying out a challenging science project on a water-related issue of particular interest to her. It is our hypothesis that year-long reinforcement of the excitement generated by the summer program will heighten many students' continuing interest in science. Each student, or pair of students, will direct a project team consisting of a middle school teacher, a Seattle university undergraduate science student, and a professional scientist who works in the community. Working closely together, each team will design and carry out a project over a five month period. Possible project areas include stream monitoring, hydroelectric power, water in weather, avalanches, and marine biology. Projects will involve reading, field work, experimentation, team discussion, model-building, and writing. A curriculum designer will work with each team to design a project that is significant and appropriate for the time frame. The project will culminate with four spring events: 1) the student's presentation of her project methods and results to her classmates; 2) participation in "Expanding Your Horizons," a career workshop for middle school girls; 3) a mar ine science and environmental education camp experience in Washington's San Juan Islands; and 4) Science Day, an on-campus colloquium and celebration in which each team presents its project to the entire group. In addition to the value of the science content and the time devoted to science, students will gain leadership and project management skills, experience in cooperation and working as part of a team, verbal presentation experience, and experience interacting with professional scientists as friends and role models. ***