Screen LibraryLOST opportunities : learning in out-of-school time /
Learning in informal settings is attracting growing attention from policymakers and researchers, yet there remains, at the moment, a dearth of literature on the topic. Thus this volume, which examines how science and mathematics are experienced in everyday and out-of-school-time (OST) settings, make...
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| Corporate Authors: | |
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| Group Author: | |
| Published: |
Springer,
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| Publisher Address: | Dordrecht ; New York : |
| Publication Dates: | 2013. |
| Literature type: | eBook |
| Language: | English |
| Series: |
Explorations of educational purpose,
v.23 |
| Subjects: | |
| Online Access: |
http://dx.doi.org/10.1007/978-94-007-4304-5 |
| Summary: |
Learning in informal settings is attracting growing attention from policymakers and researchers, yet there remains, at the moment, a dearth of literature on the topic. Thus this volume, which examines how science and mathematics are experienced in everyday and out-of-school-time (OST) settings, makes an important contribution to the field of the learning sciences. Conducting research on OST learning requires us to broaden and deepen our conceptions of learning as well as to better identify the unique and common qualities of different learning settings. We must also find better ways to analyze the interplay between OST and school-based learning.In this volume, scholars develop theoretical structures that are useful not only for understanding learning processes, but also for helping to create and support new opportunities for learning, whether they are in or out of school, or bridging a range of settings. The chapters in this volume include studies of everyday and situated processes that facilitate science and mathematics learning. They also feature new theoretical and empirical frameworks for studying learning pathways that span both in- and out-of-school time and settings. Contributors also examine structured OST programs in which everyday and situated modes of learning are leveraged in support of more disciplined practices and conceptions of science and mathematics. Fortifying much of this work is a leading focus on educational equity--a desire to foster more socially supportive and intellectually engaging science and mathematics learning opportunities for youth from historically non-dominant communities. Full of compelling examples and revealing analysis, this book is a vital addition to the literature on a subject with a fast-rising profile.I believe that the studies represented in this volume will move our work forward as we seek to understand better which social ecologies support -- indeed, ratchet up -- learning and give meaning for youth, especially those f |
| Carrier Form: | 1 online resource. |
| Bibliography: | Includes bibliographical references and index. |
| ISBN: |
9789400743045 (electronic bk.) 9400743041 (electronic bk.) |
| Index Number: | Q181 |
| CLC: | N4 |
| Contents: |
Introduction: What Counts as Math and Science? / Math I Am: What We Learn from Stories That People Tell About Math in Their Lives / What Counts as Science in Everyday and Family Interactions? / What Counts as Mathematics When "We All Use Math Every Day"? A Look at NUMB3RS / What Counts Too Much and Too Little as Math / When Is Mathematics, and Who Says So?: A Commentary on Part I / Introduction: Understanding How and Why People Learn Across Settings as an Educational Equity Strategy / Creating Within and Across Life Spaces: The Role of a Computer Clubhouse in a Child's Learning Ecology / Discovering and Supporting Successful Learning Pathways of Youth In and Out of School: Accounting for the Development of Everyday Expertise Across Settings / Doing Science with Others at Preschool and at Home: A Comparison of Contextually Situated Interactional Configurations and Their Implications for Learning / Shifting Languages, Spaces, and Learner Identities: Learning Mathematics After School / Expanding Methodologies to Account for Expansive Views of Learning: A Commentary on Part II / Introduction: STEM in the Organized Out-of-School Time Setting / Out-of-School Time STEM: It's Not What You Think / Examining Youth's Mathematics Practices in an After-School Robotics Team / After-School: An Innovative Model to Better Understand the Mathematics Learning of Latinas/os / Teacher Development in After-School Mathematics Contexts: Insights from Projects that Capitalize on Latinas/os' Linguistic and Cultural Resources / How Hands-On Implicitly Informs "What Counts" as Science / Thoughts on Science Education During the After-School Hours: A Commentry on Part III / |