Literaturnachweis - Detailanzeige
| Autor/inn/en | Donner, Jessica; Wang, Yvonne |
|---|---|
| Titel | Shifting Expectations: Bringing STEM to Scale through Expanded Learning Systems |
| Quelle | In: Afterschool Matters, (2013) 17, S.50-57 (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Active Learning; Science Education; After School Programs; Summer Programs; Student Projects; STEM Education; Experiential Learning; Professional Development; California; New York; Rhode Island |
| Abstract | Expanded learning opportunities, such as afterschool and summer programs, are particularly well positioned to help address science, technology, engineering, and mathematics (STEM) education crisis. A large percentage of youth participating in afterschool programs are members of groups traditionally underrepresented in STEM fields. Additionally, the nature of these programs--featuring low student-to-staff ratios and opportunities for hands-on and project-based learning--makes them an ideal environment for inquiry-based informal science education. Nevertheless, high-quality STEM education does not seem to be happening at scale. Science education is not typically expected of programs in the way that art, music, and physical activity are. To address the STEM gap in expanded learning programs, expectations of programs must change and frontline staff must be supported with professional development in STEM. (Contains 1 table and 7 figures.) (ERIC). |
| Anmerkungen | National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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