Integrating Mathematics, Science, and Literacy into a Culturally Responsive STEM After-School Program

Autor/inn/en	Casler-Failing, Shelli L.; Stevenson, Alma D.; King Miller, Beverly A.
Titel	Integrating Mathematics, Science, and Literacy into a Culturally Responsive STEM After-School Program
Quelle	In: Current Issues in Middle Level Education, 26 (2021) 1, Artikel 3 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-1611
Schlagwörter	STEM Education; After School Programs; Culturally Relevant Education; Literacy Education; Middle School Students; Student Interests; Youth Programs; Science Instruction; Reading; Writing (Composition); Journal Writing; Hands on Science; Science Fairs; Reading Materials; Mathematical Concepts; Scientific Concepts; Concept Formation; Curriculum; Grade 6; Grade 7; African American Students; Energy; Water; Motion; Natural Disasters; Georgia + Suchen Sie Ihr Suchwort? STEM; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Studieninteresse; Jugendsofortprogramm; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Leseprozess; Lesen; Schreibübung; Zeitschriftenaufsatz; Concept learning; Begriffsbildung; Curricula; Lehrplan; Rahmenplan; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; African Americans; Afroamerikaner; Studentin; Energie; Wasser; Bewegungsablauf; Natural disaster; Naturkatastrophe
Abstract	This manuscript shares the implementation of an after-school literacy in STEM (science, technology, engineering, and mathematics) program designed for middle grades students to increase their interest in science and mathematics learning. This program was conducted at our local Boys and Girls Club facilities where students learned about four science topics (renewable energy, water cycle, Newton's laws, and natural disasters). Students participated in culturally responsive reading and writing activities incorporating culturally relevant books, journal writing, hands-on projects, and a culminating science fair presentation on the topic of their choice. The authors determined that using literature, particularly culturally responsive picture books and graphic novels, to bridge the students' understanding of scientific and mathematical concepts was an important component of this program. The students' reactions to the program reflect the importance of offering a variety of avenues for students to represent their understanding, and they corroborate the significance of after-school programs to provide opportunities for diverse student populations to participate in culturally responsive programs to promote literacy and interest in STEM disciplines. (As Provided).
Anmerkungen	National Association of Professors of Middle Level Education. Web site: https://www.napomle.com/cimle; Web site: https://digitalcommons.georgiasouthern.edu/cimle/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01