This article examines afterschool science in light of the National Research Council’s comprehensive synthesis report on promoting science learning in informal environments (NRC, 2009). We present the results of our analysis of qualitative case studies of nine state-funded afterschool sites in California, discussing the strengths of these programs against the background of three key site-based constraints—time available for science, staff’s science backgrounds, and instructional materials—as well as the importance of partnerships with outside organizations to support sites in overcoming these
This article encourages afterschool programs to promote youth identification as community science experts. It uses the case study of the GET City program to frame the discussion of encouraging identity development should be an important outcome of afterschool programming.
DATE:
TEAM MEMBERS:
Angela Calabrese BartonDaniel BirminghamTakumi SatoEdna TanScott Calabrese Barton
This document describes the Dimensions of Success (DoS), an assessment tool created by researchers at the Program in Education, Afterschool, and Resiliency (PEAR). DoS was created to help out-of-school time programs and researchers monitor and measure quality. It allows observers to collect systemic data along 12 quality indicators to pinpoint the strengths and weaknesses of afterschool science learning experiences.
DATE:
TEAM MEMBERS:
Anahit PapazianAshima ShahCaitlin Rufo-McCormick
Although stakeholders agree that afterschool STEM education can be powerful, there is less agreement on the critical question of which aspects of STEM education the afterschool field is best positioned to support. Hence, in spring 2012, the Afterschool Alliance undertook a study to ask afterschool stakeholders what aspects of STEM learning the field is best positioned to support. The aim of the Afterschool STEM Outcomes Study was to identify consensus views on appropriate and feasible outcomes and indicators for afterschool STEM programs. The study provides a realistic vision of the field’s
FUSE is a new kind of interest-driven learning experience being developed by researchers at Northwestern University with the goal of engaging pre-teens and teens in science, technology, engineering, arts/design, and mathematics (STEAM) topics while fostering the development of important 21st century skills including adaptive problem solving, creativity, self-directed learning, persistence, and grit. FUSE is now offered in-school, after-school, and on the weekends at 23 different locations in the greater Chicago area. Through FUSE, teens can "hang out, mess around and geek out" with the FUSE set of challenges, the core activities in our Studios. Each challenge uses a leveling up model from gaming and is carefully designed to engage teens in different STEAM topics and skills sets. FUSE currently has 21 challenges in areas such as robotics, electronics, biotechnology, graphic design, Android app development, 3D printing and more. New challenges are always in development. FUSE Challenges can be tackled individually or in groups. Professional scientists, engineers, advanced undergraduates, and graduate students are available as mentors and provide a real-world connection to the concepts learned and practiced through the challenges. All challenges result in digital media artifacts that are shared online for peer review, remixing, expert judging, and collaboration. We designed the FUSE program to appeal to the interests of all young people, especially those youth who are not interested in or don't think of themselves as "good at" math and science in school. FUSE challenges provide a new way to explore science, technology, engineering, arts and design, and math in a fun and relaxed way. FUSE is based on many years of research in the learning sciences by faculty in School of Education and Social Policy at Northwestern University.
This article is a response to Pike and Dunne's research. The focus of their analysis is on reflections of studying science post-16. Pike and Dunne draw attention to under enrollments in science, technology, engineering, and mathematics (STEM) fields, in particular, in the field of physics, chemistry and biology in the United Kingdom. We provide an analysis of how the authors conceptualize the problem of scientific career choices, the theoretical framework through which they study the problem, and the methodology they use to collect and analyze data. In addition, we examine the perspective they
The study examines the resources related to science that African American young men learn and develop by playing a card game called Spades, a common cultural practice in African American communities that dates back to the Civil War Era. The qualitative study examines what the Spades players at a local high school consider when making decisions about what cards to play. A significant finding is that the players use, learn and develop resources such as the ability to make observations, draw inferences, and use empirical data to inform future actions and decisions. Such reasoning bears a
DATE:
TEAM MEMBERS:
Alfred Schademan
resourceresearchProfessional Development, Conferences, and Networks
In this article, the author expresses her views on how science technology, engineering, and mathematics (STEM) standards can be developed to upgrade lifelong science learning. She mentions that the International Conference in the Learning Sciences (ICLS) that will be conducted by the International Society for the Learning Sciences (ISLS) will have an advantage to the development of the STEM standards. She also comments on the establishment of cyberlearning environments to improve science education.
The article discusses how STEM (Science, Technology, Engineering, and Mathematics) education resources can be implemented in to public libraries and services for teenagers. The author notes that with an increased importance placed on STEM subjects, it is important for librarians to consider resources and programs for students beyond what they typically offer. The article lists suggested ways librarians can integrate STEM into public library work, including introducing STEM resources to students when visiting schools, promoting STEM programs to parents and educators, and creating STEM booklists
The article discusses ways racial and ethnic minorities are excluded from science, technology, engineering and math (STEM) fields. According to the article, the lack of minority STEM professionals in industries is blamed on their less rigorous early educational experience, lack of mentors and difficult work environment. Library staff can help alleviate many of these disadvantages through teacher education and thoughtful programming for students in a professional environment.
The article discusses the Helen M. Marshall Children's Library Discovery Center in Jamaica, New York. The resource center is designed to encourage science learning, reflect the cultural aspects of Queens, New York, and allow students to engage in science experiments. Exhibits mentioned in the article include bug observations, color mixing, and using touch sensors to identify objects. Other topics discussed by the author include incorporating STEM (Science, Technology, Engineering and Math) education, library outreach programs, and teenagers on the library staff.
The article discusses how STEM (Science, Technology, Engineering, and Math) education will affect the work of teen librarians and the Young Adult Library Services Association (YALSA). According to the article, YALSA created a STEM task force whose objectives include developing a list of recommended reading related to STEM, compiling STEM resources online, and creating a "STEM in Libraries" toolkit.