Project STEPS - Science Textbook Extensions through Problem Solving

STEPS(通过问题解决的科学教科书延伸)侧重于中学教师发展同伴教师的两种方法的实施和测试。重点将放在首席调查员开发的寻找、解决、创建和分享解决问题的模型上。1987年春天，来自爱荷华大学周边学区的40名中学教师将参加为期两天的意识会议和六个为期半天的研讨会。研讨会将强调内容、方法和解决问题的方法。1987年夏天，25名教师将应邀参加为期三周的领导力强化培训讲习班。讲习班的目的是介绍更多的科学内容，学习研究方法，与研究科学家互动，审查课程材料，并制定开展在职活动所需的程序。在1987-88学年，领导力教师将参加9个研讨会，以加强在暑期提出的工作。工作人员将与老师合作，利用暑期开发的方法和材料。同样的25名教师将参加一个为期两周的辅导员计划，旨在最终确定在职计划的设计。在1988-89学年期间，朋辈教师将与所在地区的其他教师一起工作。将通过一个加速方案发展一个同行教师对照小组，该方案由1989年夏天为期两周的集中讲习班组成。这些朋辈教师将会在一九八九至九0学年举办在职活动。一项广泛的评估计划将比较两组同行教师的有效性。除了解决问题的技术外，该计划还将产生以下内容：一本用于实施、评估和管理在职计划的辅导员培训手册；用于学习解决问题方法的技术培训录像带；时事通讯；以及一份在参与者之间交换信息的电子公告。

STEPS (Science Textbook Extensions through Problem Solving) focuses on the implementation and testing of two approaches to developing peer teachers for middle school teachers. Emphasis will be placed on the Search, Solve, Create and Share model of problem solving developed by the Principal Investigator. During the spring of 1987 forty middle school teachers from school districts surrounding the University of Iowa will attend both a two day Awareness Conference and six one-half day workshops. The workshops will emphasize content, methodology, and problem-solving. During the summer of 1987 twenty-five of the teachers will be invited to attend an intensive three week Leadership Training Workshop. The purpose of the workshop is to present additional science content, learn research methodology, interact with research scientists, review curricular material and develop the procedures necessary to conduct inservice activities. During the school year of 1987-88 the Leadership Teachers will attend nine seminars which will enforce the work presented during the summer. The staff will work with the teachers to utilize the methods and materials developed during the summer. The same twenty-five teachers will attend a two week facilitator program designed to finalize the design of the inservice program. During the 1988-89 school year the Peer Teachers will work with other teachers in their districts. A comparison group of Peer Teachers will be developed through an accelerated program, consisting of a two-week concentrated workshop during the summer of 1989. These Peer Teachers will conduct inservice activities during the school year of 1989-90. An extensive evaluation program will compare the effectiveness of the two groups of Peer Teachers. In addition to the problem solving techniques, the program will result in the production of the following: a Facilitator Training Handbook for implementing, evaluating, and managing inservice programs; Technique Training Video Tapes for learning the problem solving approach; newsletter; and an electronic bulletin to exchange information among the participants.