STEM learning ecosystems. Building from theory toward a common evidence base.

Autor/inn/en	Allen, Patricia J.; Brown, Zoe; Noam, Gil G.
Titel	STEM learning ecosystems. Building from theory toward a common evidence base.
Quelle	In: International journal for research on extended education, 8 (2020) 1, S. 80-96 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.25656/01:23964 10.3224/ijree.v8i1.07
URN	urn:nbn:de:0111-pedocs-239649
Schlagwörter	Survey; Evaluation; Quantitative Forschung; Kooperation; Schule; Evaluation; USA; Außerschulische Jugendbildung; Erweitertes Bildungsangebot; Maßnahme; Naturwissenschaftliche Bildung; Schule; Lernsystem; Naturwissenschaftliche Bildung; Erweitertes Bildungsangebot; Außerschulische Jugendbildung; Kooperation; Maßnahme; Außerschulische Einrichtung; STEMS (Science, Technology, Environment in Modern Society); USA
Abstract	An innovative system-building initiative known as the STEM Learning Ecosystems Community of Practice (SLECoP) is transforming U.S. STEM education through cross-sector partnerships between schools, afterschool and summer programs, libraries, museums, and businesses, among others. Although logic models exist to describe how SLEs can make positive contributions toward youth STEM learning in theory, it is unknown how individual SLEs are motivated or equipped to collect the evidence needed to demonstrate their value or abilities to solve the problems they were formed to address. The present study describes the results of a 34-item qualitative survey--completed by leaders of 37 SLEs from four U.S. regions--designed to understand where SLEs are in their evaluation planning, implementing, and capacity-building processes. We found that most SLEs were championed by the extended education sector, and all were highly motivated to conduct evaluation and assessment. Most communities reported a willingness to create a shared vision around data collection, which will help researchers and practitioners track, understand, and improve STEM quality and outcomes in and out of school. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2