"I Could See Myself as a Scientist": The Potential of Out-of-School Time Programs to Influence Girls' Identities in Science

Autor/inn/en	Riedinger, Kelly; Taylor, Amy
Titel	"I Could See Myself as a Scientist": The Potential of Out-of-School Time Programs to Influence Girls' Identities in Science
Quelle	In: Afterschool Matters, (2016) 23, S.1-7 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	STEM Education; Science Education; After School Programs; Science Interests; Females; Ecology; Science Activities; Summer Science Programs; Science Process Skills; Access to Education; Disadvantaged Youth; Hands on Science; Active Learning; Learning Experience; Outdoor Education; Teaching Methods; Language Usage; Cooperative Learning; Scientific Attitudes; Self Concept; Virginia + Suchen Sie Ihr Suchwort? STEM; Naturwissenschaftliche Bildung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Weibliches Geschlecht; Ökologie; Education; Access; Bildung; Zugang; Bildungszugang; Benachteiligter Jugendlicher; Aktives Lernen; Lernerfahrung; Freiluftunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Kooperatives Lernen; Selbstkonzept
Abstract	Out-of-school time (OST) programs like the Coastal Ecology science camp can positively influence science identities, particularly for youth from groups historically underserved and underrepresented in science, technology, engineering, and math (STEM). OST STEM programming gives youth opportunities to learn science outside the formal classroom in such settings as afterschool programs, science camps, outreach programs, internships, and scouting. OST science programs often do not formally assess participants or assign grades. They provide opportunities for authentic, meaningful learning that may be more comfortable for some youth than school curricula. Further, OST programs may give youth access to resources and to scientific practices and tools not typically available in classrooms. This access may be especially important for youth from underresourced schools. Many programs allow youth to explore science in ways that support their identities. The study presented in this article explored how the Coastal Ecology science camp helped participants, specifically girls, develop science identities. It also studied how the girls' social interactions supported their identities as learners of science. (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	2020/1/01