A College-Local School Model of Summer Research for Science Teachers

为了帮助抵消中等科学教育的下降，高中科学教师骨干将有机会直接接触本领域的新发展。在接下来的两年里，教师将积极参与由纽约斯克内克塔迪联合学院的教师进行的研究项目。在夏季，教师将参与高能物理、光化学、生态学、地质场测绘和天体物理等领域的研究。参与的中学教师和大学教职员工将在暑期研究体验开始前的八个月内定期会面，以促进对计算机系统、图书馆和实验室的熟悉。参与者将能够与他们的导师讨论阅读材料和研究背景。这个“动手”项目的一个重要特点是教师与教师的比例是1:1。期望老师分担一些责任，老师将有机会成为“初级”合作者。虽然不会有传统的课堂设置，但每天安排的讨论将有助于在教师和教职员工之间传播和共享信息。教师将根据他们对该计划的承诺以及他们对研究经验的贡献和受益的能力来选择。为了鼓励学区更加支持科学教育，参与者的主管将同意给参与者五天的空闲时间，用于规划和实施与夏季研究经验相关的活动。此外，学区必须每两年拨出200至500美元用于科学设备和用品，以便将研究经验的某些方面融入课堂。通过该计划，教师将获得作为其学校和地区的资源人员的能力。学院教师和教师之间建立的联系，以及一些后续活动将确保进一步的大学与地方学校的互动。例如，联合教师在参与者的家庭学校讲课，借用设备进行课堂演示，以及为有天赋的高中生参与研究。由于许多教师没有参与过研究活动，这种类型的项目应该培养出忠诚的、有研究经验的、更有能力和自信的科学教师。联合学院和相关的学校系统贡献的金额大约相当于国家科学基金会奖金的9%。

In order to help counteract the reported decline in secondary science education a cadre of high school science teachers will be afford the opportunity for direct encounters with new developments in their fields. During the next two years, teachers will actively participate in research projects conducted by faculty at Union College, Schenectady, New York. During the summer, teachers will be involved in such areas as high energy physics, photochemistry, ecology, geological field mapping and astrophysics. Participating secondary teachers and college faculty will meet periodically during the eight months preceding the summer research experience to facilitate familiarization with the computer systems, library, and laboratories. Participants will be able to discuss readings and background of the research with their mentors. An important feature of this "hands-on" program is a teacher to faculty ratio of one to one. Some sharing of responsibilities will be expected and the teacher will have the opportunity to become a "junior" collaborator. Although there will not be a traditional classroom setting, scheduled daily discussions will help to disseminate and share information between the teachers and the faculty. Teachers will be selected on the basis of their commitment to this program and their ability to contribute to and benefit from the research experience. To encourage school districts to be more supportive of science education, superintendents of participants will agree to five days of release time for participants for planning and implementation activities related to the summer research experience. In addition, school districts must allocate $200 to $500 for each of two years for science equipment and supplies to incorporate some aspect of the research experience into the classroom. Through the program teachers will obtain the competence to serve as resource persons for their schools and the area. The ties established between college faculty and the teachers, as well as several follow-up activities will ensure further college-local school interactions. Examples are lectures given by Union faculty at the home schools of the participants, borrowing of equipment for classroom demonstrations, and research participation for gifted high school students. Since many teachers have not been involved in research activities, this type of program should produce committed, research experienced and more competent and self- assured science teachers. Union College and the school systems involved have contributed an amount equal to approximately 9% of the NSF award.