Bulletin of the American Physical Society
2007 APS April Meeting
Volume 52, Number 3
Saturday–Tuesday, April 14–17, 2007; Jacksonville, Florida
Session T10: Education Outreach from Physics Research Centers |
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Sponsoring Units: FEd Chair: David G. Haase, North Carolina State University Room: Hyatt Regency Jacksonville Riverfront City Terrace 6 |
Monday, April 16, 2007 1:30PM - 2:06PM |
T10.00001: Essential Features of an RET Program: Teachers as Scientists, Scientists as Teachers Invited Speaker: Research Experiences for Teachers (RET) programs provide the ultimate professional development opportunity for K-12 educators. Unlike typical workshops or summer institutes, however, they are long term, require a great deal of support from scientists acting as mentors, and are administratively demanding. Designed to provide authentic research experiences, science teachers work with a scientist on a research project that typically ends at the completion of the 6-8 week program. Translating this experience into changes in teacher practice or into classroom materials and experiences is the teacher's responsibility. There are several things to consider when discussing a successful RET program and each of these will be addressed in this talk -- teachers as scientists, scientists as teachers, support for teachers, and support for scientists. Our expectations as mentors and/or program managers are that there will be a measurable difference in how teachers understand the enterprise of science, how students become engaged in science, and how science is taught. The realities of classroom instruction and recent research in how RET programs affect teachers point to a much more subtle result. The challenge, then, is how to move from knowing that RET programs are ``effective'' or ``meaningful experiences'' supported by anecdotal data to showing through empirical evidence that it makes a difference in how teachers approach and teach science. This requires purposeful planning and inclusion of program features that address essential elements of science teaching. This talk focuses on structured activities conducted at the Magnet Lab in Tallahassee, Florida, that help teachers make sense of their experiences while working in diverse laboratories and that help teachers translate that into changes in classroom instruction. [Preview Abstract] |
Monday, April 16, 2007 2:06PM - 2:42PM |
T10.00002: LIGO Education and Outreach at Twin Observatories Invited Speaker: LIGO has twin Gravitational Wave observatories in Hanford, WA and Livingston, LA. Both sites have active outreach programs but each has a different emphasis and methodology. We will briefly describe the nature of these outreach programs. We will then focus attention on the Livingston facility since its outreach program is centered on a new 9000 sq.ft. Science Education Center. We will describe the facility and its exhibits then discuss the structure of the outreach program at the Center. The objectives of the Center are to: communicate LIGO-related science concepts to the public; strengthen skills and abilities of in-service and pre-service teachers and enhance the science and mathematics skills of a broad spectrum of students in Louisiana and the surrounding region. By partnering with a museum (The Exploratorium), a university (Southern University at Baton Rouge) and a state education agency for education reform, LA GEAR UP, we have been able to quickly open up opportunities. Benefiting from our fine collaborators, we've been able to create positive impact in the local science education community in a relatively brief time span. [Preview Abstract] |
Monday, April 16, 2007 2:42PM - 3:18PM |
T10.00003: Education Outreach Programs - Thomas Jefferson National Accelerator Facility Invited Speaker: Jefferson Lab has a strong record of helping DOE achieve its science education and workforce development goals. The Lab works with the local community to enhance the quality of K-12 STEM education in the public schools. Jefferson Lab serves the nation by providing an educational pipeline for the country's brightest students at the high school and undergraduate levels to help ensure that the next generation of scientists and engineers are capable of solving complex problems. The BEAMS (Becoming Enthusiastic About Math and Science) program, a national-model partnership with Newport News City Public Schools, supports inner-city students as they progress from the 6$^{th}$ to the 8$^{th}$ grades. The BEAMS program, unique to Jefferson Lab, has positively influenced math and science standardized test scores for participating schools, closing the scoring gap between traditionally low and average scoring schools. Jefferson Lab's High School Summer Honors Internship Program draws the region's highest achieving high school students. Jefferson Lab scientists transfer essential technical knowledge and enthusiasm for science to these young people at the critical time they begin to make career choices. Undergraduate students interested in STEM fields are selected from a competitive, nationwide pool to work with scientists and engineers on projects related to Jefferson Lab's research program. Each year, the Science Undergraduate Laboratory Internship program prepares fifteen students to pursue STEM careers of benefit to the nation. Jefferson Lab offers its Teacher Academy in Physical Science program to teachers each summer. This four-week program for upper elementary and middle school teachers offers advanced scientific content and teaching methods in math and science. JLab's unique research environment and expertise in science, math, and technology create the basis for extraordinary educational opportunities that are solidly grounded in the Laboratory's scientific programs. These ``pipeline'' education programs are essential for providing a knowledgeable citizenry and the next generation of scientists and engineers critical for the nation's success. [Preview Abstract] |
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