LOST 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...
| Συγγραφή απο Οργανισμό/Αρχή: | |
|---|---|
| Άλλοι συγγραφείς: | , , , |
| Μορφή: | Ηλεκτρονική πηγή Ηλ. βιβλίο |
| Γλώσσα: | English |
| Έκδοση: |
Dordrecht :
Springer Netherlands : Imprint: Springer,
2013.
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| Σειρά: | Explorations of Educational Purpose,
23 |
| Θέματα: | |
| Διαθέσιμο Online: | Full Text via HEAL-Link |
Πίνακας περιεχομένων:
- Preface: Learning about Out of School Time (LOST) Learning Opportunities, Bronwyn Bevan, Reed Stevens, Philip Bell, Aria Razfar
- Part I
- Introduction: What counts as math and science?, Reed Stevens
- Chapter 1: Math I Am: What We Learn from Stories that People Tell about Math in their Lives, Indigo Esmonde1, Kristen Pilner Blair, Shelley Goldman, Lee Martin, Osvaldo Jimenez, Roy Pea
- Chapter 2: What Counts as Science in Everyday and Family Interactions?, Maureen Callanan, Megan Luce, Lara Triona, Jennifer Rigney, Deborah Siegel, Jennifer Jipson
- Chapter 3: What Counts as Mathematics when ‘We All Use Math Everyday’?: A Look at NUMB3RS, Indigo Esmonde
- Chapter 4: What Counts Too Much and Too Little as Math. Reed Stevens
- Chapter 5: When Is Mathematics, and Who Says So?, Ray McDermott
- Part II
- Introduction: Understanding How and Why People Learn Across Settings as an Educational Equity Strategy, Philip Bell
- Chapter 6: Creating within and across life spaces: The role of a computer clubhouse in a child’s learning ecology, Brigid Barron, Susie Wise, Caitlin K. Martin
- Chapter 7: Discovering and Supporting Successful Learning Pathways of Youth In and Out Of School: Accounting for the Development of Everyday Expertise Across Settings, Philip Bell, Leah Bricker, Suzanne Reeve, Heather Toomey Zimmerman, Carrie Tzou
- Chapter 8: Doing Science with Others at Preschool and at Home: A Comparison of Contextually Situated Interactional Configurations and their Implications for Learning, Siri Mehus, Reed Stevens, Linda Grigholm
- Chapter 9: Shifting Languages, Spaces, and Leaner Identities: Learning Mathematics After School, Aria Razfar
- Chapter 10: Expanding Methodologies to Account For Expansive Views of Learning: A Commentary on Section II, Kris Gutiérrez
- Part III
- Introduction: STEM in the Organized Out-of-School-Time Setting, Bronwyn Bevan
- Chapter 11: Out-Of-School-Time STEM: It’s Not What You Think, Bronwyn Bevan, Vera Michalchik
- Chapter 12: Examining Youth's Mathematics Practices in an After School Robotics Team, John Baker, Janine Remillard, Vivian Lim
- Chapter 13: After-school: An Innovative Model to Better Understand the Mathematics Learning of Latinas/Os, Lena Licón Khisty, Craig Willey
- Chapter 14: Teacher Development in After-school Mathematics Contexts: Insights from projects that capitalize on Latinas/os’ linguistic and cultural resources, Eugenia Vomvoridi-Ivanović, Maura Varley, Gabriel Viego, Ksenija Simić-Muller, Lena Licón Khisty
- Chapter 15: How "Hands-On" Implicitly Informs "What Counts" as Science, Rhiannon Crain, Molly Loomis, Rodney T. Ogawa
- Chapter 16: Thoughts on Science Education During the Afterschool Hours, Michael Cole.
