An Unexpected Outcome: Afterschool STEM Enrichment Empowers Facilitators, Too!

Autor/in	Masarik, Michelle
Titel	An Unexpected Outcome: Afterschool STEM Enrichment Empowers Facilitators, Too!
Quelle	In: Afterschool Matters, (2017) 26, S.35-38 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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