This paper examines "New Faces, New Places: An Introduction to Science, Technology, Engineering, and Math," a program designed to promote the formation of 4-H STEM programs to engage urban youth in science learning.
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TEAM MEMBERS:
Walter BarkerEric KillianWilliam Evans
Exemplary career programming overcomes the obstacles to engaging older youth and shows them how to find the "next rung on the ladder." This article draws from several disciplines to integrate what is and is not known about engaging youth in career programming during out-of-school time.
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TEAM MEMBERS:
Kathryn HynesKaylin GreeneNicole Constance
This article presents research on collaboration between the New York City Department of Youth and Community Development and the New York Academy of Sciences to provide STEM learning opportunities in out-of-school time.
The example of two pilot credentials in Massachusetts, The School-Age Youth Development Credential (SAYD) and the Professional Youth Worker Credential (PYWC), can help us to understand the importance of establishing credentials and what we can expect to accomplish in doing so. This knowledge can guide the next steps in establishing a national credential for afterschool and youth workers.
Afterschool staff need to be able to supervise young participants so they can engage safely in a variety of activities. Afterschool programs should create a strong procedural plan to protect young people from harm and the program from liability.
It is presented some considerations related to the role of cinema to introduce and contextualize issues as the image of science and scientists and how science works. Cinema can be used as an important tool in science teacher training or education because it lets to establish connections between two relevant aspects in natural science classrooms: the emotional component that allows the audience to establish a relation with the characters of scientific stories (Arroio, 2010) and the historical-philosophical-sociological component which contributes to show a more real image of science in school
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TEAM MEMBERS:
Agnaldo ArroioDiana Farias
resourceevaluationProfessional Development, Conferences, and Networks
As part of the National Science Foundation-funded Access Algebra project, the Oregon Museum of Science and Industry (OMSI) developed both a 6,000 square foot traveling exhibition (Design Zone) and a professional development program for host-museum facilitators who would work in the exhibition. The primary goal of the project was to engage visitors in algebraic thinking, with a special focus on reaching a target audience of 10- to 14-year-olds and their families. Facilitation in Design Zone was intended to support and extend visitors’ engagements with the exhibits and engage visitors in
The Museum of Science and Industry, Chicago (MSI) formed the Institute for Quality Science Teaching (IQST) with the goal of improving science achievement of 4th-8th grade students in the Chicago area by creating a series of courses for teachers who lack the background in science or science teaching to teach effectively. This study was designed to evaluate teachers' increased content knowledge in one IQST course, Get Re-Energized (GRE), which focuses on energy topics. The study discovered improvement for teachers who received the course, and those teachers' students scored higher on energy
This study explores how activities developed by science experts in partnership with middle school teachers were employed and interpreted. The goals of this partnership were to (a) help the science teacher meet earth science content standards in new ways, (b) expose students to 'real world' experiences outside their school setting, and (c) positively impact teacher practice by providing a program to be used as a catalyst for future learning. Over 300 sixth graders mostly underrepresented science students attended activities at an aquarium serving an urban West Coast urban context. Science
This report, commissioned by the Wellcome Trust, provides a review of the value of informal science learning to science education in the UK. The study seeks to provide: a better understanding of the scope of informal science learning, its theoretical base and the types of change it can bring about in the understanding of and attitudes towards science; recommendations for robust methods for evaluating the impact of informal science learning, based on an analysis of practice in the field; recommendations on reaching deprived learners, schools and families; and recommendations based on best
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TEAM MEMBERS:
GHK ConsultingRichard LloydRoss NeilsonSuzanne KingMark DyballWellcome Trust
This checklist provides a step-by-step process for preparing, leading, and ending an after school science project. The document also includes a partner checklist for science coaches and trainers when instructing adult learners.
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TEAM MEMBERS:
National Partnerships for After School Science 2
This full-scale development project will address the need for creative models to support STEM learning in underserved rural communities that lack traditional infrastructure such as science centers. The project will create and study an innovative model of capacity-building: viz., small networks of community-embedded “STEM Guides” will be trained to identify a range of existing STEM resources available in their local regions, and to connect STEM-interested youth with them in creative and personal ways. Anticipated learning outcomes for youth and families include greater awareness of and interest in STEM experiences and pathways. At the regional level, the project will build capacity through increasing the STEM Guides’ knowledge of local STEM opportunities, and by enhancing connections among STEM-related resources, programs, and industries. The project will implement and study STEM Guide networks in a staggered series of five low-income, rural regions, providing startup resources and professional development. The project will increase the frequency and depth of out-of-school STEM experiences for approximately 3,000 youth aged 10-18 at a relatively low cost, creating a national model for STEM capacity-building in rural settings. It is led by the Maine Mathematics and Science Alliance, with 4-H, Cornerstones of Science (library-based STEM) and Maine’s university system as collaborators. EDC is the primary external evaluator.