Programs for Young an Old

1. Programs for Young an Old Summary of Chapter 6 (from Page 173-187) Title of the book: Learning Science in Informal Environments By Mesfin Gezahegn

2. Introduction ▪ This presentation focuses on science learning programs for children and youth in after-school and out-of-school programs. ▪These programs take place in many different environments-schools, community centers, universities, a range of informal institutions. ▪They are held indoors and out and in urban, suburban, rural areas.

3. Introduction ▪The way in which participants spend their time also varies. ▪Some Programs mirror a traditional classroom structure, with program leaders teaching mini-lessons and students practicing skills. ▪Some programs conduct projects-off site in the community, and others take place in a science lab or field study setting.

4. Introduction ▪ Program goals may include: • developing basic scientific knowledge, • advancing academic school goals, or • applying knowledge to improve the quality of life for participant or the community. ▪ Science learning programs : • are typically led by a professional educator or facilitator, and rather than being episodic and self-organized.

5. Introduction • Tend to extend for a period of weeks or months and serve a prescribed population of learners. ▪Ideally, the programs : • are informal in design-they are learner driven, identifying and building on the interests of and motivations of the participant, and • use assessment in constructive, formative ways to give learners useful, valued information

6. Learning Science in Out-Of-School time programs ▪ The term Out-Of-School refers To the broad set of educational programs that take place before or after the school day and during nonschool periods, such as summer vacation. ▪Out-of-School-time Programs have existed for some time, first appearing at the end of the 19th century to serve different purposes, needs and concerns such as academic enrichment, socialization,etc.,

7. Learning Science in Out-Of-School time programs ▪ To-day, Out-Of-School-time Programs typically incorporate three blocks of time devoted to 1. home work and tutoring, 2. enriched learning experiences, 3. nonacademic activities, such as sports, arts, or play ( Noam, Biancarosa, and Dechausay,2003). ▪ Politicians, parents, and educators increasingly view these programs as an important developmental contributor in the lives of young people and a necessary component of public education.

8. Learning Science in Out-Of-School time programs ▪ Programs are also expanding, In large part due to strong private and federal support. They continue to be supported by various stakeholders with diverse goals for a broad range of student populations. ▪Out-of –school time programs have the potential to provide large scale enrichment opportunities that were once reserved for wealthier families. ▪ Out-Of-School programs often serve the most vulnerable populations.

9. The Relationship Between School and Out-Of –School Programs ▪Historically, relationships between and out-of-school programs-Particularly community-based out-of-school programs-have often been characterized by mutual mistrust and conflict. ▪ Noam, Biancarosa, and Dechausay (2003) out line different models relationships between school and out-of-school programs. These are: • At one extreme, the model of “unified” programs ( now called extended day programming) in which out-of-school programs can become essentially indistinguishable from school, since they take place in the same space and are usually under the same leadership (the school principal)

10. The Relationship Between School and Out-Of –School Programs • At the other extreme lie “self-contained" which intentionally choose to be separate from schools. Taking place in a different location, they often provide students with an entirely different experience from school. ▪Between these two extremes lie three other models “associated"," coordinated”, and “integrated”, each connecting out-of -school programs with schools at different levels of intensity.

11. The Relationship Between School and Out-Of –School Programs ▪Noem and colleagues also outline the different ways these connections takes place, the curriculum domain being the most significant one in their discussion of relationships between out of school science and school science. • With the associated model, the out-of-school curriculum is closely connected to the school curriculum. Out-of-school science is essentially an extension of school science, but in a more informal feel.

12. The Relationship Between School and Out-Of –School Programs ▪In the coordinated model, out-of-school programs connect their activities to the general school science curriculum and standards but not to what students are learning in class on a daily or weekly basis. ▪In the integrated model, out-of-school science is entirely disconnected from school science. Out-of-School programs make sure that participants are engaging in high-quality science experiences, but consider it undesirable for students to connect out-of-school science to school science.

13. Evidence Of Science Learning ▪A range of evaluation studies show that out-of-school programs can have positive effects on participants’ attitudes toward science, grades, test scores, graduation rates, and specific science knowledge and skills. ▪ Program goals and research methods vary tremendously in this area: • Some researchers are primarily concerned with the development of positive attitudes, skills, and social relationships.

14. Evidence Of Science Learning • Other researchers are more concerned with academic skills and improved academic achievement, as measured by standardized test scores, grades, graduation rates, and continual involvement in schools science. ▪Given these different approaches, we can not provide definitive conclusions about what learning outcomes can be achieved. ▪In many cases , the dominance of a youth development, academic accountability, or science-specific perspective is evident in program goals and outcome measures.

15. Evidence of Science Learning ▪In an effort to integrate the findings, and identify patterns of strong evidence with respect to science-specific outcomes across studies, we integrate the evidence across these varied perspectives. We examine evidence in the light of the strands of science learning frame work that articulates science-specific capabilities supported by informal environments. ▪ The six strands must be understood as interrelated.

16. Strands of Science Learning ▪Strand 1: Developing Interest in Science A number of evaluations that have examined this outcome suggest that sustained engagement in out-of-school science program can promote science interest. ▪ Strand 2: Understanding scientific knowledge Several studies have examined students’ learning of science concepts and explanations by relying largely on academic outcomes measures-test scores, grades, and graduation rates. It was found that participants had better high graduation rates, better test scores and grades.

17. Strands of Science Learning ▪Strand 3:Engaging in scientific reasoning In Some instances, Strand 3 skills are clearly a part of programs. For example, in an environmental education and remediation program that introduces students to writing up scientific protocols, which typically includes testing and prediction , key elements of scientific reasoning. ▪ Strand 4:Reflecting on science As settings in which participants can develop knowledge over long periods of time with a common group of peers,

18. Strands of Science Learning Out-of-school programs seem well suited to exploration of this important aspect of science learning. ▪Strand 5:Engaging in scientific practices Participation in science is a broad construct, which includes doing science, using specialized ways of talking about science, and using scientific tools. A few science specific efforts in out-of-school programs have also focused on participation.

19. Strands of Science Learning ▪Strand 6: Identifying with the scientific enterprise Several studies Show that science programs, when deeply embedded in community issues and attuned to students' cultural backgrounds, can support development of strong science interest that is sustained long after participation, particularly among minority and low-income Students or students living in disadvantaged community.

20. A third Space ▪ Documenting the clash between competing school and community discourses in science class room, some researchers argue for the necessity of constructing a “third space” for science that bridges the class room and the community. ▪Out-of-School programs are well positioned to be such a third space , navigating among schools, families, and communities.

21. Conclusion ●Numerous studies show that out-of-school –time science programs are associated with interest in science and science careers among children and adolescents. ● Studies also provide evidence that some programs have documented associations with graduation rates, grades, and test scores. ● Evaluations show that through participation in out-of-school science programs, students may increase their science content knowledge, learn scientific skills, and develop their ability to think scientifically.

22. Conclusion ●Repeated studies, Increasingly rigorous designs, and carful definition of science specific learning measures could help fortify these promising findings. ● While still relatively new, the study-of-out-of school science programs holds great potential. To realize this potential, it will be necessary not only to greatly expand the body of literature regarding out-Of-school science programs, but also to define the hoped-for outcomes. Basing these out comes on the specific science learning that takes place in each individual program, rather than defining out comes using standard test criteria or interest in science careers, is perhaps a more effective strategy

23. Thank-you! • Above all I want to register the thanks and acknowledgement of my heart in the words of Daniel (2:23): “ I praise You and honor You, God of My ancestors. You have given me wisdom and strength; You have answered my prayer and shown us what to tell the king.”