This review conducted by the National Institute on Out-of-School Time (NIOST) explores the current discussion and research findings on STEM (Science, Technology, Engineering, and Math) in out-of-school time and reflects on the ways the INSPIRE program model (see Appendix A) incorporates research-based practice in implementing STEM education experiences in out-of-school time. The purpose of the literature review and analysis project is to inform the INSPIRE program managers during the planning and implementation stage of INSPIRE.
The NASA Science Research Mentoring Program (NASA SRMP) is an established mentoring program that presents the wonders of space exploration and planetary sciences to underserved high school students from New York City through cutting-edge, research-based courses and authentic research opportunities, using the rich resources of the American Museum of Natural History. NASA SRMP consists of a year of Earth and Planetary Science (EPS) and Astrophysics electives offered through the Museum’s After School Program, year-long mentorship placements with Museum research scientists, and summer programming through our education partners at City College of New York and the NASA Goddard Institute for Space Studies. The primary goals of the project are: 1) to motivate and prepare high school students, especially those underrepresented in science, technology, engineering and math (STEM) fields, to pursue STEM careers related to EPS and astrophysics; 2) to develop a model and strategies that can enrich the informal education field; and 3) to engage research scientists in education and outreach programs. The program features five in-depth elective courses, offered twice per year (for a total of 250 student slots per year). Students pursue these preparatory courses during the 10th or 11th grade, and a select number of those who successfully complete three of the courses are chosen the next year to conduct research with a Museum scientist. In addition to providing courses and mentoring placements, the program has produced curricula for the elective courses, an interactive student and instructor website for each course, and teacher and mentor training outlines.
Journey into Space (JIS) is designed to improve student, educator, and general public understanding of earth/space science and its relationship to NASA goals and objectives through the use of a traveling GeoDome (inflatable planetarium) and engaging supporting programming at The Journey Museum. The Museum collaborates with area colleges, school districts, K-12 educators, youth serving organizations, astronomical affiliations, and others. The overall goal of JIS is to improve student, educator, and general public understanding of STEM and its relationship to NASA goals and objectives. JIS objectives are: 1) To increase student and public interest and awareness in STEM areas; 2) To increase student interest in pursuing STEM careers; 3) To improve teacher knowledge of NASA related science; 4) To increase teacher comfort level and confidence in teaching NASA related science in their classrooms; 5) To increase collaboration between informal and formal science educators; 6) To increase student and public understanding of Plains Indians ethno astronomy; and 7) To increase museum visitors’ interest and understanding of NASA related science. The Museum produced 2 films (“Cradle of Life”, “Looney Moons”) that are offered daily, 4 recurring monthly programs (Final Frontier Friday, Amazing Science, SciGirls that became Science Explorer’s Club, and Black Hills Astronomical Society meetings), summer robotics classes and teachers’ workshops, annual Earth Science Day, in addition to the GeoDome programming that has toured the region including presentations in the three poorest counties in the United States. The ethno-astronomy is underway in partnership with Oglala Lakota College and South Dakota Space Grant Consortium.
Girlstart will implement a comprehensive suite of informal STEM education programs that directly reach 2,500 4th-8th grade girls and their parents. This project will increase interest in and understanding of STEM disciplines by inspiring and engaging girls and their parents; it will establish linkages between formal and informal STEM education; and it will stimulate parents to support girls’ STEM learning endeavors by becoming informed proponents for high-quality STEM education. Over the course of 48 months—from fall 2012 to fall 2016—Girlstart seeks to develop new, robust, NASA-rich curriculum for its nationally-replicated Girlstart Summer Camp program, as well as year-long curriculum for its recognized Girlstart After School program. Curricula will be prepared for a range of ages and abilities and include links to electives, higher education majors, and careers. Girlstart will also conduct public and community STEM education programs throughout the region in NASA content areas. In addition, Girlstart will develop relevant, hands-on exhibits at the Girlstart STEM Center in Austin, Texas. Through this project, Girlstart will: (1) Increase facility and mastery in STEM skills. (2) Increase participants’ interest in pursuing STEM subjects and careers. (3) Increase participants’ understanding and mastery of the scientific method and the engineering design process as systems for problem solving and scientific discovery. (4) Increase participants’ understanding that there are multiple applications of STEM in everyday life. (5) Increase participants’ understanding of higher education as key to expanding career options. (6) Increase participants’ confidence and interest in conducting STEM activities. (7) Increase participants’ awareness of STEM careers.
STEM learning ecosystems harness unique contributions of educators, policymakers, families, and others in symbiosis toward a comprehensive vision of science, technology, engineering, and math (STEM) education for all children. This paper describes the attributes and strategies of 15 leading ecosystem efforts throughout the country with the hope that others may use their lessons to deepen rich STEM learning for many more of America’s children.
This study investigated middle school students’ identity development as learners of science during learning conversations at an informal science education camp. The central research question was: What is the role of conversation in influencing science learner identity development during an informal science education camp? Identity in this study was defined as becoming and being recognized as a certain type of person (Gee, 2001). This study focused particularly on discursive identity, defined as individual traits recognized through discourse with other individuals (Gee, 2005; 2011). The study
The project will conduct a mapping study to describe the contexts, characteristics and practices of a national sample of science-focused Out-of-School Time (OST) programs. The study targets OST programs for middle- and high-school-aged youth, including after-school programs, camps, workshops, internships, and other models. While millions of dollars are invested in these programs, and tens of thousands of students participate , as a community, we have no truly comprehensive view of the wide variety of formats, audiences, and approaches that are represented by the many active programs. Where, when, and by whom are these science-rich programs conducted? What types of experiences do they offer to what kinds of students, with what goals? What organizational and experiential factors affect the outcomes for these youth? Ultimately, we wish to understand how these differences in program design are related to youth outcomes such as STEM learning, attitudes and interest, and their later career and educational choices. To answer these questions, we are gathering data through documents, interviews, and the online MOST-Science Questionnaire.
Science, technology, engineering, and mathematics(STEM) programs in out-of-school time (OST) are designed to supplement school work, ignite student interest, and extend STEM learning. From interactive museum exhibits to summer-long science camps, opportunities for informal student engagement in STEM learning abound. What difference do these programs make, and how can we improve them? These questions preoccupy educators and funders alike. OST program developers and providers can benefit from understanding why evaluation is critical to the success of STEM OST programs, what data collection
The article focuses on an educational program called Game Design Through Mentoring and Collaboration. The program is a partnership between McKinley Tech and George Mason University (GMU) in Fairfax, Virginia. Through this program the teachers ensure students understand the pathways needed for participation in the science, technology, engineering, and math (STEM) enterprise. Kevin Clark, is the principal investigator of the program.
A number of studies have already investigated children's stereotypical images of scientists as being male, old, bald, wearing eyeglasses, working in laboratories, and so forth. There have also been some interventions to impose more realistic images of scientists. In this study, a science camp was conducted in Turkey with a team of scientists consisting of elementary science education researchers. They interacted with the children throughout the camp both formally and informally. Twenty-four 6th and 7th grade students participated to the science camp. The science camp was conducted near a
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Gulsen LeblebiciogluDuygu MetinEsra YardimciPinar Seda Cetin
Since August of 2011, Project iLASER (Investigations with Light And Sustainable Energy Resources) has engaged children, youth and adults in public science education and hands-on activities across the entire length of the U.S.-Mexico border, from the Pacific Ocean to the Gulf of Mexico. The two main themes of Project iLASER activities focus on sustainable energy and materials science. More than 1,000 children have been engaged in the hands-on activities developed through Project iLASER at 20+ sites, primarily in after-school settings in Boys & Girls Clubs. Sites include Boys & Girls Clubs in California (Chula Vista, Imperial Beach, El Centro and Brawley); Arizona (Nogales); New Mexico (Las Cruces); and Texas (El Paso, Midland-Odessa, Edinburg and Corpus Christi). The project was co-funded between the NSF Division of Chemistry (CHE) and the Division of Research on Learning in Formal and Informal Settings (DRL).
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Southwestern CollegeDavid BrownDavid Hecht
This executive summary presents demographic data and survey results from participants in the 2010 SciGirls summer camp. Based on the post survey responses, the majority of the participants felt that the camp had increased their interest in science (78%) and science careers (97%). Those students who did not mention an increased interest said that they already had a high interest in science and STEM careers before camp.