What If? Building Creative Cultures for STEM Making and Learning
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| Title: | What If? Building Creative Cultures for STEM Making and Learning |
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| Language: | English |
| Authors: | Bevan, Bronwyn, Ryoo, Jean, Shea, Molly |
| Source: | Afterschool Matters. Spr 2017 (25):1-8. |
| Availability: | National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2017 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | STEM Education, After School Programs, Creative Activities, Science Course Improvement Projects, Faculty Development, Educational Practices, Theory Practice Relationship, Partnerships in Education, Material Development |
| Geographic Terms: | California |
| Abstract: | This article outlines key findings of a study of STEM-rich afterschool Making programs offered by the four organizations participating in a project called the California Tinkering Afterschool Network. Over three years, the project identified key characteristics of inclusive and equity-oriented Maker activities and facilitation. It also defined the kinds of professional development afterschool educators need to support the creative intellectual risk taking that makes Making a powerful context for STEM learning. The results of the study can support the expansion of inclusive Making programs that are equitable for all youth. |
| Abstractor: | ERIC |
| Number of References: | 14 |
| Entry Date: | 2017 |
| Accession Number: | EJ1138042 |
| Database: | ERIC |
| Abstract: | This article outlines key findings of a study of STEM-rich afterschool Making programs offered by the four organizations participating in a project called the California Tinkering Afterschool Network. Over three years, the project identified key characteristics of inclusive and equity-oriented Maker activities and facilitation. It also defined the kinds of professional development afterschool educators need to support the creative intellectual risk taking that makes Making a powerful context for STEM learning. The results of the study can support the expansion of inclusive Making programs that are equitable for all youth. |
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