| ||Statement of Work|
Recent national reports from the NRC, and others have highlighted ways that informal and afterschool STEM learning can support major student outcomes in STEM education. Connections to informal and afterschool offer an opportunity to extend learning beyond the classroom and school day by leveraging community supports such as afterschool and informal experiences, home environments and opportunities to encounter STEM that reside in a student’s geographic, physical, social, and (new) media environment. The NRC’s A Framework for K-12 Science Education as a blueprint for developing the Next Generation Science Standards (NGSS) has pointed to a broader set of science outcomes for K-12 students, and two recent NRC reports on successful K-12 STEM practices have also embraced a broader perspective on STEM outcomes and STEM practices that will require a coordinated effort across the many contexts for STEM learning.
The Board on Science Education has assembled a 13 person expert committee to develop a concise primer on successful out-of-school STEM learning based on evidence of successful practice, and informed by a 2-day public workshop that explores the current evidence. The primer on best practices in out of school STEM learning will be written for policy-makers, funders, non-profit and private industry representatives, and other representatives from civic society. The primary goal of the report is to help these audiences better understand and more strategically support investments in informal and afterschool STEM education, and to encourage partnerships that promote the linking of out-of-school STEM learning to classroom- or school-based learning.
The committee on Out-of-School STEM Learning will specifically:
The committee’s report will be accompanied by major stakeholder engagement efforts conducted by the NRC, and in close collaboration with other stakeholders.
- determine initial criteria for nominating successful practices to be considered at the workshop. The examples included in the workshop must be studied in enough detail to provide evidence to support claims of success.
- identify highly successful practices in the area of STEM education in out-of-school settings, with a focus on designed settings and programs targeted at children and youth, through examination of a select set of examples.
- initiate workshop discussions will focused on refining criteria for success, exploring models of “best practice,” and an analysis of factors that evidence indicates lead to success.
- synthesize workshop discussions and a literature review of peer-reviewed and grey-literature publications for a short, committee-authored consensus report that outlines criteria for identifying effective out-of-school STEM settings and programs and identify those criteria for which data are readily available and those where further work is needed to develop appropriate data sources.
Sponsor: National Science Foundation
Information from the committee's workshop
During the course of the project, the committee held a workshop to identify the impacts of informal and afterschool STEM learning experiences and to explore how school and out-of-school environments can build upon and support one another.
The workshop included presentations on and discussions of:
- Highly successful practices in out-of-school STEM education settings, with a focus on designed settings and programs targeted to children and youth.
- Criteria for success, models of “best practices,” and factors that have been demonstrated to lead to success.
- How to work with and support children and youth from underrepresented and underserved groups.
- How to create a positive interplay between school and out-of-school STEM learning experiences.
► PowerPoint Presentations
► Presented Posters
► Briefing Materials
► Participant List
► Archived Webcast Videos
Formative Assessment for STEM Learning Ecosystems: Biographical approaches as a resource for research and practice by Brigid Barron
Citizen Science and Youth Education by Rick Bonney, Tina B. Phillips, Jody Enck, Jennifer Shirk, and Nancy Trautmann
Evidence & Impact: Museum-Managed STEM Programs in Out-of-School Settings, by Bernadette Chi, Rena Dorph & Leah Reisman
Children Doing Science: Essential Idiosyncrasy and the Challenges of Assessment by David Hammer and Jennifer Radoff
Broadening Access to STEM Learning through Out-of-School Learning Environments by Laura Huerta Migus
Making and Tinkering: A Review of the Literature, by Shirin Vossoughi and Bronwyn Bevan
Eric Jolly (Chair), Science Museum of Minnesota
Bronwyn Bevan, San Francisco Exploratorium
Jane Buikstra, Arizona State University
Jacquelynne Eccles, University of California, Irvine
John Falk, Oregon State University
Maya Garcia, Government of the District of Columbia
Leslie Goodyear, Principal Research Scientist, EDC
Lynn Liben, Pennsylvania State University
Milbrey McLaughlin, Stanford University
Vera Michalchik, SRI International
Nancy Peter, University of Pennsylvania
Cary Sneider, Portland State University
Jill Walshoski, University of Nebraska