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resource research Public Programs
Hobbyists are excellent learners. They are self-motivated; they seek out new information; they practice and refine their skills. As a result, some develop considerable expertise in their specialist areas. Studying the ways in which hobbyists engage with content may help both formal and informal educators to better understand and support learning.
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TEAM MEMBERS: Heather King
resource research Public Programs
Fields and Enyedy studied how two students who learned computer programming in an OST program leveraged their skills in the classroom to broker positions as experts in the classroom community. Expert identity is reinforced by the interactions among what students do, how they see themselves, and how others see them.
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TEAM MEMBERS: Nicol Bulalacao
resource research Public Programs
This article examines middle school girls’ participation in school-day science classes and out-of-school time science clubs to understand the girls’ identification with and relationship to science. Looking at the girls’ science experiences across settings, researchers compared how the identities developed from these experiences supported or worked against the girls’ future trajectories in STEM.
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TEAM MEMBERS: Melissa Ballard
resource research Public Programs
This article discusses the potential for learner engagement in the contexts of a basketball team and a mathematics classroom. The qualitative analysis centers on three aspects of each context: access to the domain, the integral roles available to learners, and opportunities for self-expression.
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TEAM MEMBERS: Clea Matson
resource research Public Programs
SRI’s Afterschool Science Networks (ASN) study provides new insights and empirical findings regarding the offering of science learning opportunities at scale. Four meetings of afterschool and informal science stakeholders were held in March and April 2014 to discuss the ASN findings generated from 5 years of research (see research summary on page 12). These stakeholders helped SRI Education researchers generate a vision of science in afterschool settings, as well as recommendations for strengthening the field. This document presents this vision of powerful afterschool science and provides a
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TEAM MEMBERS: Ann House Carlin Llorente Tiffany Leones
resource research Public Programs
This paper explores how a school-day science and nutrition curriculum, Choice, Control and Change (C3), shaped student thinking, decision making, and actions outside the classroom. The curriculum taught health science content and engaged students in activities focused on analyzing and changing their personal health choices.
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TEAM MEMBERS: Melissa Ballard
resource research Public Programs
Participants in Kitchen Science Investigators, an afterschool program for middle school students, learn science through cooking, baking, and experimenting with recipes. In-depth case studies analyzed how and why girls begin to scientize, or see their worlds through a scientific lens, and how the program structure supported this shift.
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TEAM MEMBERS: Melissa Ballard
resource research Public Programs
What keeps an individual interested and motivates long-term engagement in a practice? This Azevedo article presents a grounded theory of long-term, self-motivated participation based on data gathered through an ethnography of hobbyists’ participation in model rocketry. The author emphasizes that long-term engagement depends on the connection of the activity to the participant’s “larger life.”
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TEAM MEMBERS: Clea Matson
resource research Public Programs
Design-based research (DBR) is a method for testing educational theories while simultaneously studying the process of creating and refining educational interventions. In this article, Sandoval proposes “conjecture mapping” as a technique to guide DBR processes. Conjecture mapping responds to critiques that DBR lacks clear standards and methodological rigor.
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TEAM MEMBERS: Jean Ryoo
resource research Public Programs
In this study, researchers investigated levels of awareness of and responsibility for global climate change in two groups of children. The researchers argue that understanding the nature of beliefs, and how they may be modified by particular influences, is important if educators are to challenge the status quo, in which “the majority of individuals do not believe that they are responsible for or can engage in any actions which will be environmentally efficacious” (Uzzell, 2000, p. 314).
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TEAM MEMBERS: Heather King
resource research Media and Technology
The Computer Clubhouse aims to help inner-city youth gain that type of technological fluency. The Computer Clubhouse is designed to provide inner-city youth with access to new technologies. But access alone is not enough. The Clubhouse is based not only on new technology, but on new ideas about learning and community. It represents a new type of learning community—where young people and adult mentors work together on projects, using new technologies to explore and experiment in new ways.
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TEAM MEMBERS: Mitchel Resnick Natalie Rusk Stina Cooke
resource research Public Programs
This issue brief offers an overview of how out-of-school time programs involve families and how programs can evaluate family involvement.
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TEAM MEMBERS: Harvard Family Research Project