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Author: Bradley Morris
Publisher: Frontiers Media SA
ISBN: 2832546641
Category : Science
Languages : en
Pages : 225
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Book Description
Children in Western countries spend only about 20% of their waking time in school (Meltzoff et al., 2009). Leveraging the 80% of time that they spend outside of school can provide children with opportunities to engage in meaningful, authentic STEM learning experiences with family members, other caregivers, and children. STEM learning and readiness go beyond acquiring content knowledge to include interest, engagement, and motivation for STEM learning as well as the formation of a STEM identity. To date, there has been a dearth of research focusing on children’s informal STEM experiences when compared to formal, school-based STEM learning experiences. This Research Topic focuses attention on the authentic, everyday experiences of children and how these experiences provide opportunities for STEM learning, engagement, and identity. In addition, these papers will explore how these everyday experiences can be leveraged and augmented to promote STEM learning and engagement through culturally-relevant design and implementation.
Author: Bradley Morris
Publisher: Frontiers Media SA
ISBN: 2832546641
Category : Science
Languages : en
Pages : 225
Get Book Here
Book Description
Children in Western countries spend only about 20% of their waking time in school (Meltzoff et al., 2009). Leveraging the 80% of time that they spend outside of school can provide children with opportunities to engage in meaningful, authentic STEM learning experiences with family members, other caregivers, and children. STEM learning and readiness go beyond acquiring content knowledge to include interest, engagement, and motivation for STEM learning as well as the formation of a STEM identity. To date, there has been a dearth of research focusing on children’s informal STEM experiences when compared to formal, school-based STEM learning experiences. This Research Topic focuses attention on the authentic, everyday experiences of children and how these experiences provide opportunities for STEM learning, engagement, and identity. In addition, these papers will explore how these everyday experiences can be leveraged and augmented to promote STEM learning and engagement through culturally-relevant design and implementation.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309141133
Category : Education
Languages : en
Pages : 348
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Book Description
Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning. Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines-research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings-museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators.
Author: Judy Diamond
Publisher: Taylor & Francis
ISBN: 1000901777
Category : Education
Languages : en
Pages : 388
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Book Description
This collection explores the broad landscape of current and future out-of-school science learning environments. Written by leading experts and innovators in informal science learning, these thoughtful and critical essays examine the changing nature of informal institutions such as science museums, zoos, nature centers, planetariums, aquaria, and botanical gardens and their impact on science education. The book examines the learning opportunities and challenges created by community-based experiences including citizen science, makerspaces, science media, escape rooms, hobby groups, and gaming. Based on current practices, case studies, and research, the book focuses on four cross-cutting themes – inclusivity, digital engagement, community partnerships, and bridging formal and informal learning – to examine how people learn science informally. The book will be of interest to STEM (science, technology, engineering and math) educators – both in and out of school – designers of science and experiential education programs, and those interested in building STEM learning ecosystems in their communities.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309136741
Category : Education
Languages : en
Pages : 241
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Book Description
Practitioners in informal science settings-museums, after-school programs, science and technology centers, media enterprises, libraries, aquariums, zoos, and botanical gardens-are interested in finding out what learning looks like, how to measure it, and what they can do to ensure that people of all ages, from different backgrounds and cultures, have a positive learning experience. Surrounded by Science: Learning Science in Informal Environments, is designed to make that task easier. Based on the National Research Council study, Learning Science in Informal Environments: People, Places, and Pursuits, this book is a tool that provides case studies, illustrative examples, and probing questions for practitioners. In short, this book makes valuable research accessible to those working in informal science: educators, museum professionals, university faculty, youth leaders, media specialists, publishers, broadcast journalists, and many others.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309479088
Category : Education
Languages : en
Pages : 345
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Book Description
The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.
Author: Lynn Uyen Tran
Publisher: Routledge
ISBN: 1000372367
Category : Education
Languages : en
Pages : 357
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Book Description
Reflecting on Practice for STEM Educators is a guidebook to lead a professional learning program for educators working in STEM learning environments. Making research on the science of human learning accessible to educational professionals around the world, this book shows educators how to relate this research to their own practice. Educators’ collective work broadens the scope of an organization’s reach, and through this effort, the organization grows its social capital in its local community and beyond. This book offers opportunities to engage in processes that lead toward organizational learning by attending to the professional growth of the educators. Tran and Halversen show how learning together can shape the language and meanings by which educators do and talk about their work to support visitors’ experiences. The book provides guidance on how teams of educators can build community as they engage in reflective practice. Reflecting on Practice for STEM Educators will be essential reading for leaders of any organization that aims to educate and engage the public in science, technology, engineering, and mathematics. It will be particularly useful to educators who work in museums, zoos, aquariums, botanical gardens, youth organizations, after-school programs, and nature, science, and conservation centres.
Author: Lynn E. Cohen
Publisher: Routledge
ISBN: 0429843658
Category : Education
Languages : en
Pages : 211
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Book Description
Bringing together a diverse cohort of experts, STEM in Early Childhood Education explores the ways STEM can be integrated into early childhood curricula, highlighting recent research and innovations in the field, and implications for both practice and policy. Based on the argument that high-quality STEM education needs to start early, this book emphasizes that early childhood education must include science, technology, engineering, and mathematics in developmentally appropriate ways based on the latest research and theories. Experienced chapter authors address the theoretical underpinnings of teaching STEM in the early years, while contextualizing these ideas for the real world using illustrative examples from the classroom. This cutting-edge collection also looks beyond the classroom to how STEM learning can be facilitated in museums, nature-based learning outdoors, and after-school programs. STEM in Early Childhood Education is an excellent resource for aspiring and veteran educators alike, exploring the latest research, providing inspiration, and advancing best practices for teaching STEM in the early years.
Author: Kylie Peppler
Publisher: SAGE Publications
ISBN: 1483385205
Category : Education
Languages : en
Pages : 992
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Book Description
The SAGE Encyclopedia of Out-of-School Learning documents what the best research has revealed about out-of-school learning: what facilitates or hampers it; where it takes place most effectively; how we can encourage it to develop talents and strengthen communities; and why it matters. Key features include: Approximately 260 articles organized A-to-Z in 2 volumes available in a choice of electronic or print formats. Signed articles, specially commissioned for this work and authored by key figures in the field, conclude with Cross References and Further Readings to guide students to the next step in a research journey. Reader’s Guide groups related articles within broad, thematic areas to make it easy for readers to spot additional relevant articles at a glance. Detailed Index, the Reader’s Guide, and Cross References combine for search-and-browse in the electronic version. Resource Guide points to classic books, journals, and web sites, including those of key associations.
Author: Kathy Hirsh-Pasek
Publisher: Oxford University Press
ISBN: 0195382714
Category : Education
Languages : en
Pages : 138
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Book Description
What happened to playful learning in preschool? -- The evidence for playful learning in preschool -- Epilogue.
Author: Burris, Jade
Publisher: IGI Global
ISBN: 1799868907
Category : Education
Languages : en
Pages : 423
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Book Description
Computers and mobile technologies have become widely adopted as sought-after tools in the field of education. The prevalence of technology in early childhood education (ECE) is increasing, and teachers, both pre-service and in-service, are using best practices to integrate tools effectively to improve teaching and learning within the field. This includes settings such as childcare centers, family childcare, and community programs that have both educators and administrators adapting to the use of technology. Therefore, it has become critical to research and explore the best practices of technology integration and successful strategies to improve the use of technology in ECE. The Handbook of Research on Empowering Early Childhood Educators With Technology examines best practices that focus specifically on those that facilitate the development of competencies in teaching young children (birth to age 8) and technology integration. The chapters include information on the foundations of technology in early childhood education, content-specific technology applications, developmentally appropriate practices (DAP) for learners using technology, and how to meet diverse learner needs with technology. The target audience for this book is early childhood professionals, teacher educators, pre- and in-service teachers in early childhood settings, faculty and researchers in the field of education, instructional technologists, childcare and elementary school administrators, early education policy organizations, and advocacy groups that are interested in the best practices and successful strategies for implementing technology in ECE.
