Youth's Engagement as Scientists and Engineers in an Afterschool Making and Tinkering Program

Autor/inn/en	Simpson, Amber; Burris, Alexandra; Maltese, Adam
Titel	Youth's Engagement as Scientists and Engineers in an Afterschool Making and Tinkering Program
Quelle	In: Research in Science Education, 50 (2020) 1, S.1-22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simpson, Amber)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-017-9678-3
Schlagwörter	Learner Engagement; After School Programs; Youth; STEM Education; Science Activities + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Jugend; Jugendlicher; Jugendalter; STEM
Abstract	Making and tinkering is currently gaining traction as an interdisciplinary approach to education. However, little is known about how these activities and explorations in formal and informal learning spaces address the content and skills common to professionals across science, technology, engineering, and mathematics. As such, the purpose of this qualitative study was to examine how youth were engaged in the eight science and engineering practices outlined within the US Next Generation Science Standards within an informal learning environment utilizing principles of tinkering within the daily activities. Findings highlight how youth and facilitators engaged and enacted in practices common to scientists and engineers. Yet, in this study, enactment of these practices "looked" differently than might be expected in a formal learning environment such as a laboratory setting. For example, in this setting, students were observed carrying out trials on their design as opposed to carrying out a formal scientific investigation. Results also highlight instances of doing science and engineering not explicitly stated within parameters of formal education documents in the USA, such as experiences with failure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01