Literaturnachweis - Detailanzeige
Autor/in | Masarik, Michelle |
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Titel | An Unexpected Outcome: Afterschool STEM Enrichment Empowers Facilitators, Too! |
Quelle | In: Afterschool Matters, (2017) 26, S.35-38 (4 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | None |
Schlagwörter | After School Programs; STEM Education; Empowerment; Self Efficacy; Teacher Effectiveness; Communication Skills; Middle School Students; Identification (Psychology); Critical Thinking After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; STEM; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kommunikationsstil; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kritisches Denken |
Abstract | One of the goals of afterschool programming is to empower students by increasing their sense of autonomy and giving them room to chart their own course of discovery. Long before STEM (science, technology, engineering, and math) became part of the educational vernacular, afterschool practitioners were using science content and scientific practices as tools for youth empowerment. For that empowerment to happen, the youth themselves have to connect to the content and experience self-actualization. As educators work to increase their skills and knowledge to present the best experience for their students, an unexpected outcome can be an increase in their own self-efficacy and STEM identity. (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 |