La Clase Mágica as a Community Based Expansive Learning Approach to STEM Education

Autor/inn/en	Schuetze, Andrew; Claeys, Lorena; Flores, Belinda Bustos; Sezech, Shannon
Titel	La Clase Mágica as a Community Based Expansive Learning Approach to STEM Education
Quelle	In: International Journal for Research on Extended Education, 2 (2014) 2, S.27-45 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-3673
Schlagwörter	College School Cooperation; Clubs; Robotics; STEM Education; Creativity; Disadvantaged Youth; Children; Early Adolescents; Mentors; Undergraduate Students; Elementary School Students; Middle School Students; After School Programs; Hispanic American Students; White Students; African American Students; Texas + Suchen Sie Ihr Suchwort? Club; Klub; Robotertechnik; STEM; Kreativität; Benachteiligter Jugendlicher; Child; Kind; Kinder; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; African Americans; Afroamerikaner
Abstract	As an alternative to experimental design, using a social design experiment methodology, we analyzed the Academy for Teacher Excellence's "La Clase Mágica's" (LCM) Robotics Clubs, a university-school collaborative partnership. Given the scarcity of minority representation in the STEM fields (science, technology, engineering, and mathematics), we established robotics clubs to provide young learners, ages 5-14, with STEM opportunities to engage in playful informal learning that promotes creativity, mathematical, and scientific skills along with other forms of literacy. In this manuscript, we describe the learning process that occurs within the robotics clubs established at seven schools who serve large numbers of underserved-underrepresented populations. Multiple data sources include meeting notes, interviews, field notes, and focus groups. The use of multiple data sources, peer-review, and triangulation of the data assisted in establishing trustworthiness. We found that this community based expansive learning approach contributes to the mutual learning benefits of the different participants, learners (protégés) and undergraduate students (mentors). (As Provided).
Anmerkungen	Budrich Journals. Verlag Barbara Budrich GmbH, Stauffenbergstr. 7, 51379 Leverkusen, Germany. e-mail: info@budrich-journals.de; Web site: https://www.budrich-journals.de/index.php/IJREE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01