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Peer-reviewed article

Where It Gets Interesting: Competing Models of STEM Learning After School

March 1, 2013 | Public Programs
This article discusses competing models of afterschool programming. It points out the weaknesses of the additive model and concludes that the contextual model is advantageous in fostering STEM learning environments. It encourages cross-setting approaches in the design, development, and documentation of out-of-school activities.


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    The Exploratorium
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  • Citation

    Publication Name: Afterschool Matters
    Volume: 17
    Page Number: 1


    Resource Type: Research Products
    Discipline: Education and learning science | Engineering | General STEM | Mathematics | Technology
    Audience: Educators/Teachers | Museum/ISE Professionals
    Environment Type: Public Programs | Afterschool Programs

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