Informal Science Learning in Afterschool Settings: A Natural Fit? DRAFT
Informal Science Learning in Afterschool Settings: A Natural Fit? DRAFT
复制标题
课后环境中的非正式科学学习：天作之合？
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
G. Noam
中科院分区：
文献类型：
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作者：
G. Noam
引言：面对技术日益先进的世界，提高人们对STEM学习的兴趣和成就的努力再次上升到对美国福祉的关注的前沿。2007年8月，总统签署了一项名为“美国竞争法案”的法案，该法案代表“美国创造机会，有意义地促进科技、教育和科学领域的卓越”。它的主要目标之一是增加K-12学生培养对科学和技术的兴趣和能力的机会。2007年6月，美国物理学会呼吁将美国学院和大学的物理专业数量增加一倍，“以满足关键的国家需求，包括K-12教育、经济竞争力、能源、安全和知情的选民”(APS News，2007)。显然，这个国家需要批判性地思考如何在美国学生中促进科学学习。在这份报告中，我们将考察课外科学计划作为促进儿童和青少年科学学习和对科学的态度的一种手段的潜力。我们将回顾有关课外项目及其成为生产性学习环境的能力的研究，以及对其在促进科学学习方面的有效性的更具体评估。除了讨论以下问题的影响之外
Introduction: Efforts to increase interest and achievement in STEM learning have once again risen to the forefront of concerns for the well-being of the United States in the face of an increasingly technologically advanced world. In August of 2007, the president signed into law a bill called the “America COMPETES Act,” which stands for “America Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science.” One of its major goals is to increase opportunities for K-12 students to develop interest and competence in science and technology. In June of 2007, the American Physical Society called for doubling the number of physics majors at US colleges and universities “to address critical national needs including k-12 education, economic competitiveness, energy, security, and an informed electorate” (APS News, 2007). Clearly, the country needs to think critically about how to promote science learning among American students. In this report we will examine the potential of afterschool science programs as a means to advance science learning and attitudes towards science among children and adolescents. We will review research on afterschool programs and their capacity to be productive learning environments, as well as more specific evaluations of their effectiveness in promoting science learning. In addition to discussing the effects of