STEM in a Hair Accessory

Autor/inn/en	Wang, Hui-Hui; Billington, Barbara L.; Chen, Ying-Chih
Titel	STEM in a Hair Accessory
Quelle	In: Science and Children, 52 (2014) 3, S.54-59 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Science Instruction; STEM Education; After School Programs; Females; Grade 4; Grade 5; Grade 6; African American Students; Student Interests; Problem Solving; Science Process Skills; Student Projects; Relevance (Education); Engineering Education + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; STEM; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Weibliches Geschlecht; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Studieninteresse; Problemlösen; Schulprojekt; Relevance; Relevanz; Ingenieurausbildung
Abstract	It was a hot summer day. Naomi and her cousin walked into the community center. She said, "Miss Jones, our moms need to work. They told us to come here and stay for couple hours." This is a common occurrence in communities with low socioeconomic status during the summertime; parents need to go to work, but children are on summer break. Miss Jones is a school science specialist. She volunteers to organize and teach out-of-school programs for fourth- through sixth-grade girls. The population in the neighborhood is culturally diverse; most of the girls who come to the community center are African American or Asian American. Miss Jones knows girls are at a disadvantage in learning STEM (science, technology, engineering, and mathematics) in many ways. Not only do girls perceive working in a STEM field to be an uninteresting and unattractive lifestyle (Miller, Blessing, and Schwartz 2006), but they also have fewer extracurricular STEM experiences than boys, such as doing science at home (Jones, Howe, and Rua 2000). Miss Jones needed a good project idea that would engage the girls in problem-solving and practicing STEM by connecting to their everyday life experience. In this article, the authors share how Miss Jones merged engineering design processes with the "Next Generation Standards" to plan and implement an engineering-design, out-of-school program activity for girls. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10