STEM learning ecosystems. Building from theory toward a common evidence base
| Autor: | Patricia J. Allen, Gil G. Noam, Zoe Brown |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Program evaluation
School Au��erschulische Einrichtung Maßnahme computer.software_genre 370 Erziehung Schul- und Bildungswesen Fachdidaktik/mathematisch-naturwissenschaftliche Fächer Community of practice 0504 sociology Kooperation Educational assessment Lernsystem Empirische Bildungsforschung Evaluation Survey Science education 05 social sciences 050301 education Capacity building Measure Extension Education Engineering ethics 370 Education Außerschulische Jugendbildung Out-of-school education Quantitative Forschung Erweitertes Bildungsangebot Erziehung Schul- und Bildungswesen Educational quality Ecology (disciplines) Naturwissenschaftliche Bildung Education STEMS Environment in Modern Society> ddc:370 Political science Ma��nahme Stem learning Ecosystem USA Schule STEMS 050401 social sciences methods Außerschulische Einrichtung Cooperation Out of school education Integrated learning system 0503 education computer Quantitative research Au��erschulische Jugendbildung |
| Zdroj: | International journal for research on extended education : IJREE 8 (2020) 1, S. 80-96 |
| DOI: | 10.25656/01:23964 |
| Popis: | An innovative system-building initiative known as the STEM Learning Ecosystems Community of Practice (SLECoP) is transforming U.S. STEM education through cross-sector partnerships between schools, afterschool and summer programs, libraries, museums, and businesses, among others. Although logic models exist to describe how SLEs can make positive contributions toward youth STEM learning in theory, it is unknown how individual SLEs are motivated or equipped to collect the evidence needed to demonstrate their value or abilities to solve the problems they were formed to address. The present study describes the results of a 34-item qualitative survey—completed by leaders of 37 SLEs from four U.S. regions—designed to understand where SLEs are in their evaluation planning, implementing, and capacity-building processes. We found that most SLEs were championed by the extended education sector, and all were highly motivated to conduct evaluation and assessment. Most communities reported a willingness to create a shared vision around data collection, which will help researchers and practitioners track, understand, and improve STEM quality and outcomes in and out of school. |
| Databáze: | OpenAIRE |
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