Southern California Area Modern Physics Institute (SCAMPI)

南加州地区的50名物理教师将 参加一个为期两年的研究所（1989-91），目的是 提高现代物理学的内容背景， 他们的教学技能。 学区高 少数民族代表将是主要目标人口 招募参与者。 该研究所的主旨是 将在现代物理学，这通常是该领域， 哪些老师的背景最差 第一个夏天将 专注于电和磁（EM）和光学， 应用于现代物理学。 第二个夏天将集中在 关于相对论、量子理论、原子和核物理， 专题。 其中10名参与者将有经验 通过提供支持，指导将担任教练的教师 和指导团队的四个经验不足的“交叉” 教师 为期四周的暑期研究所期间的活动 在加州州立大学富勒顿举行的会议将包括内容更新， 实验室经验，备课，讨论 教学技巧和解决问题的实践。 内容 将通过使用“机械”来促进增强 宇宙”。 项目主任、教练和 来访的演讲者将向与会者介绍 教学风格和不同的教学技巧 物理学 实验室经验旨在最大限度地 通过让参与者执行 实验 一群现场的高中物理学生 将为参加者提供练习课程， 暑期学院的时间。 在学年期间，后续活动将包括 利用交互式电视每月举行视像会议 会议，三个专题会议（安排在周末）， 现代物理学的最新问题和教练的现场访问 和项目主管。 最后，作为后续行动的一部分， 议程，每位与会者将收到来自 教练和项目总监在他们自己的观察 教室 计划采取若干传播战略。 其中包括： 将专题会议的人数增加一倍， 参与者，要求他们向他们的 同事们对该计划，建立一个通信 南加州物理教师网络 由橙子郡和洛杉矶郡议会赞助， 教育，并举行一次全系统的19个 加州州立大学的校园，讨论 项目 项目评估将由远西公司进行 教育研究与发展实验室 在项目期间持续进行。 费用分摊是 约占国家科学基金会申请的34%。

Fifty physics teachers in the Southern California area will participate in a two-year Institute (1989-91) aimed at improving their content background in modern physics and their teaching skills in general. School districts with high minority representation will be the primary target population in recruiting participants. The main thrust of the Institute will be in modern physics which is generally the area in which teacher backgrounds are weakest. The first summer will focus on electricity and magnetism (E&M) and optics with applications to modern physics. The second summer will focus on relativity, quantum theory, atomic and nuclear physics and special topics. Ten of the participants will be experienced mentor teachers who will act as coaches by providing support and guidance for teams of four less experienced "crossover" teachers. Activities during each of the four-week summer institutes held at Cal State Fullerton will include content updating, laboratory experience, lesson preparation, discussion of pedagogical techniques and problem-solving practice. Content enhancement will be facilitated by use of "The Mechanical Universe". Lectures by project directors, coaches and visiting speakers will present participants with alternative teaching styles and different techniques for teaching physics. Laboratory experiences will aim at maximizing hands-on opportunity by having participants perform the experiments. A group of on-site high school physics students will provide practice sessions for the participants during the duration of the summer institute. During the academic year, follow-up activities will include use of interactive television for monthly video-conference meetings, three Topical Conferences (scheduled on weekend) on current issues in modern physics and site visits by coaches and project directors. Finally, as part of the follow-up agenda, each participant will receive visitations from coaches and project directors for observation in their own classrooms. Several dissemination strategies are planned. These include: opening the topical conferences to twice as many participants, requiring them to make presentations to their colleagues about the program, establishing a communications network of Southern California physics teachers under the auspices of the Orange and Los Angeles County Boards of Education, and having a system-wide conference of the 19 campuses of the California State University to discuss the project. Project evaluation will be performed by Far West Laboratory for Educational Research and Development on a continuous basis during the project. Cost-sharing is approximately 34% of the National Science Foundation request.