In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science
This article provides findings from the TERC-based program Math off the Shelf (MotS). The first phase involved working with library-based informal educators to create interdisciplinary mathematics resources, and the second phase made the resources available to a wider group of library educators.
DATE:
TEAM MEMBERS:
Marlene KlimanNuria Jaumot-PascualValerie Martin
The article discusses the 4-H Science mission of the 4-H Youth Development Program, an out-of-school-time program addressing science technology engineering and mathematics (STEM) learning. It states that one of the approaches is on robotics education using a Junk Drawer Robotics curriculum having three levels: Give Robots a Hand, Robots on the Move, and Mechatronics, each level having modules that focus on science and engineering concepts.