This document discusses principles for high-quality science learning in afterschool programs. It outlines five key principles: learning that is active, collaborative, meaningful, supports mastery, and expands horizons. Each principle is explained and related to how science learning aligns with it. For example, science is an active endeavor involving hands-on experiences, it is collaborative involving teamwork and sharing ideas, and it allows students to expand their horizons through discovery and new experiences. Additional topics covered include the importance of adult mentors and applying these principles to design improved STEM activities.
2. • To increase quality and quantity of
science for all youth in
afterschool, summer, and out-of-school
settings
• To bridge the afterschool, STEM
education and scientific communities
Coalition for Science After
School
www.afterschoolscience.org
12. Scientific Thinking and Process
Skills
Observing
Communicating
Comparing/measuring
Ordering
Categorizing
Relating
Inferring
Applying http://www1.cyfernet.org/prog/schl/science/4
h590.html
Science Guidelines for Nonformal Education
Carlson and Maxa 1997 4H
13. Science Learning Youth Development
Curiosity Exploration
Motivation Shows initiative
Responsibility Self-determination
Persistence Persistence
Science Capable Mastery
Identity Sees ability to succeed
Appreciation Relevance
Interest Engagement
Science Learning Youth Development
Curiosity
Motivation
Responsibility
Persistence
Science Capable
Identity
Appreciation
Interest
14. So if STEM and afterschool
are not so different after all…
15. How do you identify a high-quality
program in
?
(nutrition, conflict resolution, reading, etc.)
What do you look for in a high-
quality activity in
?
16. Was this a great learning activity?
good
somewhat okay
not good
29. Learning that supports mastery
• Learn skills and
practice them.
• Sequence
activities to add
new skills over
time.
• Allow kids to “get
really good at
something.”
31. Learning that is meaningful.
• Youth feel ownership
• Fosters leadership
skills
• Relevant to their own
interests/experiences
• Serves their
community
40. Learning that is active
Learning that is collaborative
Learning that is meaningful
Learning that supports mastery
Learning that expands horizons
41. Learning that is active
Learning that is collaborative
Learning that is meaningful
Learning that supports mastery
Learning that expands horizons
42. Learning that is active
Learning that is collaborative
Learning that is meaningful
Learning that supports mastery
Learning that expands horizons
43. What were two things that surprised
you about this workshop?
“That bark is alive, and that we wrote about
aliens.” – Age 9, 826LA
“I didn’t know I would have so much fun! And
that I had a real scientist for my teacher!” –
Dr. Heather, Age 8, 826NYC
“That we grew rock candy, and that science
is so important.” – Age 10, 826NYC
“ That a rocket scientist spoke, and we got to
read about rockets.” – Age 8, 826LA
44.
45. How would you design a better
STEM afterschool activity?
55. How improved?
• You addressed a question/challenge.
• You asked yourselves questions.
• You worked hands-on.
• You used materials.
• You used tools.
• You pursued your own ideas.
• You worked in groups.
– You communicated your ideas.
– You listened to others, worked together.
56. Learning that is active
Learning that is collaborative
Learning that is meaningful
Learning that supports mastery
Learning that expands horizons
Michael, would you care to get it started by saying a few words about the LIAS project and the learning principles?
TechbridgeElectrical Engineering,where girls build solar night lights and learn tosolder; Cleantech, where girls build solar cellsand learn about renewable energy; andAppInventor, where students use creativity andtechnology to create their own Android app.
Engaging, fun, leaves you with questions, intentional, audience in mind