Project PIEDMONT - Physics Incorporating Educational Development: Multiplying Output through Networks of Teachers

这个项目提供了一个机会， 在北卡罗来纳州， 参加为期三年的研讨会。 这将包括 三个夏季课程，每个为期五周，18个星期六 会议期间的学年， 每周至少与每位教师进行一次沟通 基于VAX的电子邮件数据库NEWTON 该系统正在开发的大学的学术计算 中心和成员的区域高中咨询 由该项目的工作人员领导。 概念上的困难将在开始时解决。 每个夏季会议。 问题解决能力的发展 技能将广泛使用大学版的 机械宇宙和超越以及现场测试 高中版本的同一个程序。解决问题 讲习班和概念部分的各个方面将涉及 教师在各种活动和物理 有效地教授中学物理所必需的背景。 研讨会之间互动的时间限制 参与者 以及讲习班所涉及的少数民族教师人数， 通过Newton。 工作人员和参与者将 使用牛顿，以讨论课堂物理和分配 工作，不断评估研讨会，以及组织 学校之间的物理竞赛，宣传地方和区域 物理会议和其他活动，其目的是 激发和建立一个更大的共同感， 物理教育家的社区。 相当于NSF要求的30%的金额已经花费- 由大学、参与的学区和 公共和私人组织。

This project offers an opportunity to a substantial fraction of high school physics teachers (70) in North Carolina to participate in a three-year workshop. This will consist of three summer sessions of five weeks each, 18 Saturday meetings during the intervening academic years and communication to each of the teachers on at least a weekly basis via NEWTON, a VAX-based electronic mail abnd database system being developed by the University's Academic Computing Center and members of the regional high school advisory headed by this Project's staff. Conceptual difficulties will be addressed at the beginning of each summer session. The development of problem-solving skills will make extensive use of the college version of The Mechanical Universe and Beyond as well as the field-tested high school version of the same program. Problem-solving aspects of the workshops and concepts components will engage the teachers in the kinds of activities and physics background necessary to effectively teach secondary physics. Limitations on time of interaction among workshop participants and on numbers of minority teachers reached by the workshop will be addressed through NEWTON. The staff and the participants will use NEWTON in order to discuss classroom physics and assigned work, to continually evaluate the workshop as well as to organize physics competition among schools, advertise local and regional physics meetings, and other activities whose purpose is to invigorate and establish a greater sense of commonality in the community of physics educators. An amount equivalent to 30% of the NSF request has been cost- shared by the University, the participating school districts and public and private organizations.