Early field experiences, or those that come early in a teacher’s preparation before more formalized opportunities like practicum and student teaching, can provide a venue for preservice teachers to practice technology-specific instructional decision-making and reflective practice. Although research exists on the potential roles of field experiences in teacher education, little research exists on early field experiences, especially those taking place in informal contexts. Moreover, little research exists examining how those early field experiences in informal spaces might shape preservice
This article discusses the Youth in Science Action Club (SAC), which uses citizen science to investigate nature, document their discoveries, share data with the scientific community, and design strategies to protect the planet. Through collaborations with regional and national partners, SAC expands access to environmental science curriculum and training resources.
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TEAM MEMBERS:
Laura HerszenhornKatie LevedahlSuzi Taylor
A skilled workforce is critical in high-quality out-of-school time (OST) programs (Smith, Devaney, Akiva & Sugar, 2009). However, the workshops commonly used to train OST staff are not adequately preparing practitioners to deliver quality programs that can benefit youth(Durlak & Weissberg, 2007; Smith et al, 2009).
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TEAM MEMBERS:
Femi VanceEmily SalvaterraJocelyn Atkins MichelsenCorey Newhouse
Scientific literacy is an important educational and societal goal. Measuring scientific literacy, however, has been problematic because there is no consensus regarding the meaning of scientific literacy. Most definitions focus on the content and processes of major science disciplines, ignoring social factors and citizens’ needs. The authors developed a definition of scientific literacy for the California 4-H Program from the citizen’s perspective, concentrating on real-world science-related situations. The definition includes four anchor points: science content; scientific reasoning skills
Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce & Showers, 2002). Well-planned professional development also contributes to increased staff satisfaction and retention (Huang & Cho, 2010).
This article describes discussions about the relationship between afterschool programs and the Common Core Standards at a networking meeting sponsored by the Robert Bowne Foundation for out-of-school time (OST) providers in New York City in the fall of 2013. The meeting was entitled "Introducing the Common Core Learning Standards: What Are They? What Do We Need to Know?"
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TEAM MEMBERS:
Suzanne MartenSara HillAnne Lawrence
What would it be like to increase the number of youth-serving volunteers who can competently lead science, technology, engineering, and math (STEM) activities? This question guided the Inquiry in the Community project, launched in 2008. Along with Girl Scout staff colleagues and volunteers, the project created a system for embedding inquiry-based science into a youth development organization.
Grounded in literature on best practices in science education, this article describes a systematic and intentional approach to developing out-of-school time (OST) science curricula and professional development models. Examples from the California 4-H Science, Engineering, and Technology Initiative demonstrate promising practices in action.
This study examines the effectiveness of a teacher professional development program that sought to address the integration of Native American students’ cultures with classroom science teaching. Informal science education practitioners interested in reaching non-dominant populations can use this study as evidence that professional development focusing on cultural points of intersection has a positive effect.
Harvard Family Research Project's (HFRP) Issues and Opportunities in Out-of-School Time Evaluation briefs highlight current research and evaluation work in the out-of-school time field. These documents draw on HFRP's research work in out-of-school time to provide practitioners, funders, evaluators, and policymakers with information to help them in their work. Recognizing the critical role that staff play in promoting quality out-of-school time (OST) programs, in this brief we examine OST professional development efforts and offer a framework for their evaluation.
This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The data were analysed through an identity development theoretical framework, informed by participants’ mental models of science teaching and learning. We learned that the experience in an afterschool informal internship encouraged the teacher candidates
We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students’ attitudes toward and views of science and science teaching, to model innovative science teaching methods and to encourage students to continue in teacher education. We redesigned the elementary science methods course to include aspects of informal science education. The informal science education course features included informal science
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TEAM MEMBERS:
University of Maryland College ParkKelly RiedingerGili Marbach-AdJ. Randy McGinnisEmily HestnessRebecca Pease