Afterschool and community science programs have become widely recognized as important sanctuaries for science learning for low-income urban youth and as offering them with "missing opportunities." Yet, more needs to be known about how youth, themselves, perceive such opportunities. What motivates youth to seek out such opportunities in the nonschool hours? How do youth describe the doing and talking of science in such programs? Given such descriptions, how do youth perceive the role of these programs in their lives? This paper relies on stories from three youth drawn from a multisited
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TEAM MEMBERS:
Jrene RahmMarie-Paule Martel-RenyJohn Moore
Studies of the effects of afterschool programs on student learning have yielded equivocal findings. This paper argues that such findings stem from weak conceptualizations of the relationship between afterschool programming and learning. The authors use socio-cultural learning theory to reveal specific dimensions of afterschool programs that have positive impact on learning, drawing on almost 200 documents from the afterschool literature to substantiate and elaborate these dimensions. Findings illuminate why afterschool programs that provide “more school after school” significantly limit
This research study involves collaboration between researchers at the University of Maryland, College Park and Bowie State University, an HBCU, to examine a multi-component pre-service model for preparing minority students to teach upper elementary and middle level science. The treatment consists of (1) focused recruitment efforts by the collaborating universities; (2) a pre-service science content course emphasizing inquiry and the mathematics of data management; (3) an internship in an after school program serving minority students; (4) field placements in Prince Georges County minority-serving professional development schools; and (5) mentoring support during the induction year. The research agenda will examine each aspect of the intervention using quantitative and qualitative methods and a small number of case studies.
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TEAM MEMBERS:
James McginnisSpencer BensonScott Dantley
Explore It! Science Investigations in Out-of-School Programs, funded by the National Science Foundation (NSF), was a collaboration among the Center for Science Education at the Education Development Center (EDC), six science and children museums, after-school centers across the United States, and the National Institute for Out-of-School Time (NIOST). The project primary goals were to develop and implement hands-on, inquiry-based units of activities for out-of-school programs for children ages 8-12 and to develop a support structure for after-school or out-of-school programs with science
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Patricia CampbellEducation Development CenterRosa Carson
EDC and the Lawrence Hall of Science propose an intensive, innovative mentoring and professional development model that will build the capacity of community-based organizations (CBOs) to deliver high-quality science and engineering curricula to children in after-school programs. The program's goal is to alleviate two consistent problems of after-school STEM providers: high turnover rate and the ability to lead/teach high quality science activities. The project will put in place a broad network of trainers in three regions of the country, leveraging the expertise and collaboration of two well-established and trusted national informal education networks. The extensive collaboration involves 14 organizations total including nine science centers (of varying sizes), three state 4-H agencies, the National 4-H Council and EDC. The primary audience for this project is the trainers (science center, 4-H, others) who currently (or may in the future) train CBO staff. EDC, LHS, and three "mentor" science centers will supervise these trainings and develop the new PD resources designed to improve the quality of training that CBO staff receive from these and other trainers. The National 4-H Council will help coordinate training and dissemination of products through the 4-H national network Goodman Research Group will conduct formative and summative evaluations of the project. DELIVERABLES: This project will deliver: 1) a model of prolonged training and support to build the capacity of CBOs to lead high quality science and engineering curricula with children; 2) a mentoring model to support and supervise trainers who work directly with CBOs; and 3) professional development tools and resources designed to improve the quality of training delivered to CBO staff. STRATEGIC IMPACT: This project will impact the national after-school professional development field by (a) demonstrating a model for how science-center, 4-H, and other trainers can build the capacity of CBOs to improve the way they lead science and engineering projects with children, (b) nurturing a cadre of mentor institutions to assist others to adopt this capacity-building and professional-development model, and (c) developing professional development tools and resources that improve the quality of training delivered by trainers to CBO staff. COLLABORATIVE PARTNERS: The three "mentor" institutions are: (1) the Lawrence Hall of Science, (2) the Science Museum of Minnesota, and (3) the Boston Children's Museum. The six science centers include (1) COSI Toledo in Toledo, OH; (2) Headwaters Science Center in Bemidji, MN; (3) Providence Children's Museum in Providence, RI; (4) Rochester Museum and Science Center in Rochester, NY; (5) River Legacy Living Science Center in Arlington, TX; and (6) Explora in Albuquerque, NM. The three 4-H partners include (1) 4-H New Hampshire, (2) 4- H Minnesota, and (3) 4-H California.
The Educational Develpoment Center (EDC) and National Institute on Out-of-School Time (NIOST), in collaboration with science centers in AZ, MA, TX, NY, NC and CA, will develop and implement a science curriculum for informal audiences targeting children ages 8-12. Each science center will work with six community centers that serve youth in after-school programs. Science center staff will train after-school program leaders from the 36 community centers at monthly sessions, in addition to holding monthly events for families. Curriculum development will use interesting topics aligned with national standards and structure investigations as games using simple materials. The units will enable children to work in teams, and include follow-up, discussion and extended investigations using websites. It is anticipated that each child will complete 4-6 related investigations. While the six science centers will provide the content expertise, EDC and NIOST will develop the training and assessment program and provide additional technical support for the community centers. The result will be a model to support out-of-school programs that combines science centers and community resource people, centered around an activity-based curriculum focused on inquiry. Up to 1,000 children will be involved in field tests each summer. This proposal builds on "Design It!" (ESI 98-14765), which created an informal science curriculum focused on engineering principles.
After-School Program Exploring Science (APEX) proposes to develop and implement a training model that will enhance the capacity of community-based after-school programs to provide science-learning opportunities for children ages 5-10. Capacity building will center on expanding the human resource base as well as access to hands-on resources that enable investigative science in informal settings. " APEX" will create a series of engaging hands-on science investigations that will be designed for replication in a wide range of informal learning environments. "APEX" community partners include the YMCA, YWCA and Family Christian Association of America (FCAA). The Miami Museum of Science will also partner with Miami-Dade Public Schools, Florida International University and Miami-Dade College to formalize opportunities for paraprofessionals and pre-service teachers to meet a portion of their certification requirements by leading "APEX" Science investigations in after-school programs thereby providing community-based after-school programs with a more stable workforce while at the same time supporting future teachers in the development of inquiry-based teaching skills. Through "APEX" over 275 after-school provider staff will be trained along with up to 300 pre-service teachers and paraprofessionals. The project will work with 93 after-school programs and impact roughly 7,000 high-need students.
Temple University's "Sisters in Science in the Community (SISCOM)" is a constructivist-based, inclusive youth/community project targeting underrepresented urban middle and high school girls in grades 6-10 and their families; it supports inclusion of girls with disabilities. It engages girls and their parents in hands-on, inquiry-based sports science in after-school, Saturday, and summer programs co-hosted by community-based organizations and Temple University. Girls will also be engaged in student-centered research projects guided by female scientists. With regard to intellectual merit, SISCOM is based on previous research done by Temple on methods for engaging girls and their parents in STEM activities. The infrastructure of research and practices in education will be facilitated through the sharing of information between the network of partners and the national community of formal and informal educators
Community Science Workshops: Beginning a National Movement is an extension of a successful, NSF-funded project that created a network of community science centers in California. The San Francisco State University will now take this successful venture to a national level by working with the American Association for the Advancement of Science (AAAS) and Quality Education for Minorities (QEM) to establish a new Community Science Workshop (CSW) 8-10 in underserved communities over the next four years. Once sites are selected, CSW directors participate in an intensive two-week training program. This is followed by visits by site mentors, and ongoing support through the WWW and other media, which contributes to the establishment and eventual sustainability of the centers. Each site partners with larger, established museums and science centers locally to gain much needed assistance with exhibits and education programs. Community Science Workshops contain permanent exhibit space, a workshop area for student projects and classroom/storage space. They serve a variety of audiences through after school, family, school and summer science programs. Potential locations include Arizona, Florida, Louisiana, Michigan, Montana, Nebraska, New York, Tennessee, Texas, Washington and the District of Columbia.
Chabot Space and Science Center seeks support to engage in a six-month planning process for "Imagine That!," a multi-faceted science and technology career exploration program. In partnership with the Columbia River Exhibition of History, Science & Technology (CREHST) and the American Museum of Science & Energy (AMSE), Chabot proposes to fill the gap between well-intentioned and designed programs and the programs' abilities to really influence/affect future career choices by participants. "Imagine That!" will familiarize youth with a wide range of careers in scientific and technical fields through after-school and summer programs that offer in-depth career exploration and guidance activities, hands-on experiences that complement science education in school and an introduction to role models. "Imagine That!" will also provide parents with resources to support their children as they explore potential careers in science, technology and engineering. This planning grant will enable the three major science museums, Junior Achievement and government and business partners to develop the logistics for working together on an ambitious collaborative program of national scope. "Imagine That!" has the potential for broad and significant impact. Not only would it create a national program of career exploration, it will strengthen and diversify the STEM workforce. The national impact of this project is assured by the inclusion of geographically diverse partners, regional advisory councils and a robust dissemination plan.
The St. Louis Science Center, in collaboration with the City College of New York and the Science Museum of Minnesota, will combine their considerable expertise with youth programs to create new opportunities for after-school STEM learning. Teens, ages 14-17, currently participating in the "Youth Exploring Science" program at the St. Louis Science Center and the Youth Science Center at the Science Museum of Minnesota will receive intensive training to prepare them to assume the role of lead designers of Learning Places that will be created in nine-after school programs in St. Louis and St. Paul. "Learning Places" are educational environments supported by hands-on activities and innovative strategies that integrate science, mathematics and technology into after-school programs. In the final year of the grant the project will be disseminated to five museums across the US including the Pacific Science Center (Seattle, WA), Headwaters Science Center (Bemidji, MN), Explora (Albuquerque, NM), and Sciencenter (Ithica, NY). Youth program staff, and staff and administrators in after-school programs and partnering museums will also benefit from training and professional development. Deliverables include 27 "Learning Places," a teen training program, a Resource Guide for implementation and research contributions to the field.
This project proposes a new approach for delivering informal science education to the traveling public through scenic highway programs. This pilot project would engage travelers as they drive along the 220-mile Eastern Sierra Scenic Byway between California and Nevada, a corridor that traverses an unspoiled landscape rich in natural resources and unique contributions to scientific research. The project plans to use the new Advanced Traveler Information System (ATIS) to broadcast informal science education "stories" via transmitters along the highway. Students in afterschool programs will develop the content of the microcasts and related hands on activities. These microcasts would then direct travelers to roadside pull-offs, visitor centers and museums to engage in hands-on science activities that are led by local, trained docents. The planning grant will be used to create, implement and evaluate a pilot test site at an established roadside pull-out that will include signage, radio broadcasts, docent-led activities and participant surveys.