Linking in-school and out-of-school STEM learning
According to a 2012 United Nations report, many countries prioritize children’s learning about the genesis, prevention, and mitigation of natural disasters (Selby and Kagawa 2012); the United States, however, falls behind with respect to disaster education (FEMA 2010). The Next Generation Science Standards disciplinary core idea Natural Hazards (ESS3B) states, “Students who dem … [Read more...]
STEM (science, technology, engineering, and mathematics) mindset is critical to youths’ ongoing participation in STEM, as well as their functioning in today’s technology-rich world (e.g., Murphy 2019). This is true for all students, but it is especially important to support the development of STEM mindset among those who are underrepresented in STEM fields, including women (NSF … [Read more...]
A growing number of educators are focused on increasing students’ interest in and developing their identity in relation to science, technology, engineering, and math (STEM) as an intended outcome of their out-of-school activities and programs. In everyday language, one might define identity as the way that people answer questions such as: “Who do I think I am, or who can I be … [Read more...]
A ChangeMaker is anyone who chooses to take creative action to solve a problem for impact. The ChangeMaker Mindsets™ help youth navigate ambiguity and reframe thinking toward problem-solving. As students embrace and use the ChangeMaker Mindsets™ in their STEM (science, technology, engineering, and math) experiences, they are more readily able to achieve deeper learning and are … [Read more...]
Learning Design Experiments (LDEs), which take their name from design experiments in the learning sciences (Brown 1992), support educational innovation and progressive refinement of learning experiences by taking an evidence-centered design perspective (e.g., Kim, Almond, and Shute, 2016). The cyclical LDE process (see Figure 1) begins with identifying a problem of practice … [Read more...]
