View in EDS

Crumpled Molecules and Edible Plastic: Science Learning Activation in Out-of-School Time

Saved in:
Bibliographic Details
Title: Crumpled Molecules and Edible Plastic: Science Learning Activation in Out-of-School Time
Language: English
Authors: Dorph, Rena, Schunn, Christian D., Crowley, Kevin
Source: Afterschool Matters. Spr 2017 (25):18-28.
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: 11
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Descriptors: After School Programs, Science Programs, Science Interests, Competency Based Education, Beliefs, Scientific Literacy, Models, Educational Practices, Science Course Improvement Projects
Geographic Terms: California
Abstract: The Coalition for Science After School highlights the dual nature of outcomes for science learning during out-of- school time (OST): Learning experiences should not only be positive in the moment, but also position youth for future success. Several frameworks speak to the first set of immediate outcomes--what youth learn, think, and feel as the result of informal learning experiences. Much less research has been conducted on longer-term outcomes--how OST experiences affect engagement over time, prepare youth for future learning, or even influence career trajectories. In general, the field urgently needs research and practice frameworks that speak directly to the ways OST programming produces longer-term learning, engagement, and career outcomes. Responding to this need, the authors have been developing a new framework and set of assessments built on the idea of "science learning activation". Building on recent advances in science education, sociocultural studies, and cognitive and social psychology, the authors define "science learning activation" as the dispositions, practices, and knowledge that enable learners to be successful in science learning and that are, in turn, influenced by success. This paper draws on in-depth interviews with and observations of adults and youth to explore this new concept. The authors' work so far supports a positive feedback model: the four dimensions of activation (fascination, valuing science, competency beliefs, and scientific sensemaking) all have positive effects on one or more of the aspects of success--choice, engagement, perceived success, and learning--which in turn predict increases in the dimensions of activation. Thus, science learning activation appears to provide developmental momentum that can support persistent success in science learning.
Abstractor: ERIC
Number of References: 55
Entry Date: 2017
Accession Number: EJ1138057
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1138057
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1138057
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Crumpled Molecules and Edible Plastic: Science Learning Activation in Out-of-School Time
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Dorph%2C+Rena%22">Dorph, Rena</searchLink><br /><searchLink fieldCode="AR" term="%22Schunn%2C+Christian+D%2E%22">Schunn, Christian D.</searchLink><br /><searchLink fieldCode="AR" term="%22Crowley%2C+Kevin%22">Crowley, Kevin</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Afterschool+Matters%22"><i>Afterschool Matters</i></searchLink>. Spr 2017 (25):18-28.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2017
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22After+School+Programs%22">After School Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Programs%22">Science Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Interests%22">Science Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Competency+Based+Education%22">Competency Based Education</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Literacy%22">Scientific Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Course+Improvement+Projects%22">Science Course Improvement Projects</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The Coalition for Science After School highlights the dual nature of outcomes for science learning during out-of- school time (OST): Learning experiences should not only be positive in the moment, but also position youth for future success. Several frameworks speak to the first set of immediate outcomes--what youth learn, think, and feel as the result of informal learning experiences. Much less research has been conducted on longer-term outcomes--how OST experiences affect engagement over time, prepare youth for future learning, or even influence career trajectories. In general, the field urgently needs research and practice frameworks that speak directly to the ways OST programming produces longer-term learning, engagement, and career outcomes. Responding to this need, the authors have been developing a new framework and set of assessments built on the idea of "science learning activation". Building on recent advances in science education, sociocultural studies, and cognitive and social psychology, the authors define "science learning activation" as the dispositions, practices, and knowledge that enable learners to be successful in science learning and that are, in turn, influenced by success. This paper draws on in-depth interviews with and observations of adults and youth to explore this new concept. The authors' work so far supports a positive feedback model: the four dimensions of activation (fascination, valuing science, competency beliefs, and scientific sensemaking) all have positive effects on one or more of the aspects of success--choice, engagement, perceived success, and learning--which in turn predict increases in the dimensions of activation. Thus, science learning activation appears to provide developmental momentum that can support persistent success in science learning.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 55
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2017
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1138057
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1138057
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 18
    Subjects:
      – SubjectFull: After School Programs
        Type: general
      – SubjectFull: Science Programs
        Type: general
      – SubjectFull: Science Interests
        Type: general
      – SubjectFull: Competency Based Education
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Scientific Literacy
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Science Course Improvement Projects
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Crumpled Molecules and Edible Plastic: Science Learning Activation in Out-of-School Time
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Dorph, Rena
      – PersonEntity:
          Name:
            NameFull: Schunn, Christian D.
      – PersonEntity:
          Name:
            NameFull: Crowley, Kevin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2017
          Numbering:
            – Type: issue
              Value: 25
          Titles:
            – TitleFull: Afterschool Matters
              Type: main
ResultId 1