TY - CHAP
T1 - Identifying and Supporting Productive STEM Programs in Out-of-School Settings
AU - Committee on Successful Out-of-School STEM Learning
AU - Board on Science Education
AU - Division of Behavioral and Social Sciences and Education
AU - National Research Council
AU - Jolly, Eric
AU - Bevan, Bronwyn
AU - Buikstra, Jane
AU - Eccles, Jacquelynne
AU - Falk, John
AU - Garcia, Maya
AU - Goodyear, Leslie
AU - Liben, Lynn S.
AU - McLaughlin, Milbrey
AU - Michalchik, Vera
AU - Peter, Nancy
AU - Sneider, Cary
AU - Walahoski, Jill
AU - Gamoran, Adam
AU - Boggs, George
AU - Cooper, Melanie
AU - Dirzo, Rodolfo
AU - Francisco, Joseph
AU - Honey, Margaret A.
AU - Kieffer, Susan
AU - Krehbiel, Matthew
AU - Lach, Michael
AU - Reiser, Brian
AU - Smith, Marshall
AU - Tanner, Roberta
AU - Wilson, Suzanne
AU - Xie, Yu
AU - Feder, Michael
AU - Roberts, Joanna
AU - Price, Argenta
AU - Schweingruber, Heidi
AU - Storksdieck, Martin
AU - Hilton, Margaret
AU - Lammers, Matt
AU - Arrington, Kelly
N1 - Publisher Copyright:
Copyright 2015 by the National Academy of Sciences. All rights reserved.
PY - 2015
Y1 - 2015
N2 - More and more young people are learning about science, technology, engineering, and mathematics (STEM) in a wide variety of afterschool, summer, and informal programs. At the same time, there has been increasing awareness of the value of such programs in sparking, sustaining, and extending interest in and understanding of STEM. To help policy makers, funders and education leaders in both school and out-of-school settings make informed decisions about how to best leverage the educational and learning resources in their community, this report identifies features of productive STEM programs in out-of-school settings. Identifying and Supporting Productive STEM Programs in Out-of-School Settings draws from a wide range of research traditions to illustrate that interest in STEM and deep STEM learning develop across time and settings. The report provides guidance on how to evaluate and sustain programs. This report is a resource for local, state, and federal policy makers seeking to broaden access to multiple, high-quality STEM learning opportunities in their community.
AB - More and more young people are learning about science, technology, engineering, and mathematics (STEM) in a wide variety of afterschool, summer, and informal programs. At the same time, there has been increasing awareness of the value of such programs in sparking, sustaining, and extending interest in and understanding of STEM. To help policy makers, funders and education leaders in both school and out-of-school settings make informed decisions about how to best leverage the educational and learning resources in their community, this report identifies features of productive STEM programs in out-of-school settings. Identifying and Supporting Productive STEM Programs in Out-of-School Settings draws from a wide range of research traditions to illustrate that interest in STEM and deep STEM learning develop across time and settings. The report provides guidance on how to evaluate and sustain programs. This report is a resource for local, state, and federal policy makers seeking to broaden access to multiple, high-quality STEM learning opportunities in their community.
UR - https://www.scopus.com/pages/publications/105032929805
UR - https://www.scopus.com/pages/publications/105032929805#tab=citedBy
U2 - 10.17226/21740
DO - 10.17226/21740
M3 - Chapter
AN - SCOPUS:105032929805
SN - 030937362X
SN - 9780309373623
SP - 1
EP - 60
BT - Coresource 4
PB - National Academies Press
ER -