MPWG: Science for Young Leaders

沙利文西雅图大学为9353804-94学年的有色人种女八年级学生提出了一个以活动为基础、以团队为重点的模范课程。该计划将服务于那些有能力、有良好动机的学生，但如果没有特别的关注，他们很可能会对科学和数学失去兴趣。该示范计划将扩展和加强一个由国家科学基金会资助的为期四周的夏令营，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、实验和实地考察来了解水的物理性质、波浪原理、水质问题以及水在西北生态中的作用。在模型项目中，每个学生都将在暑期获得的知识和技能的基础上，就她特别感兴趣的与水有关的问题开展一个具有挑战性的科学项目。我们的假设是，为期一年的暑期计划所产生的兴奋情绪的强化将提高许多学生对科学的持续兴趣。每名学生或两名学生将指导一个由一名中学教师、一名西雅图大学本科生和一名在社区工作的专业科学家组成的项目团队。每个团队将密切合作，在五个月的时间内设计和实施一个项目。可能的项目领域包括溪流监测、水电、天气中的水、雪崩和海洋生物。项目包括阅读、实地考察、实验、团队讨论、建立模型和写作。课程设计者将与每个团队合作，设计一个对时间框架有意义且合适的项目。该项目将在四个春季活动中达到高潮：1)学生向她的同学们展示她的项目方法和结果；2)参加为中学女生举办的职业研讨会“扩展你的视野”；3)在华盛顿圣胡安群岛参加海洋科学和环境教育夏令营体验；4)科学日，每个团队在校园里向整个团队展示自己的项目。除了科学内容的价值和致力于科学的时间外，学生还将获得领导力和项目管理技能，合作和团队合作的经验，口头演示经验，以及作为朋友和榜样与专业科学家互动的经验。***

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. ***